Podcasts about slps

Have you ever heard of the term “shared-creation” or wondered how it applies to effective collaboration for school-based SLPs?Guest: Mary Mitchell, PhD, CCC-SLPEarn 0.10 ASHA CEUs for this episode with Speech Therapy PDWatch on YoutubeIn this episode of First Bite, Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, FNAP, is joined by Mary Mitchell, PhD, CCC-SLP to explore the many ways collaboration can look in practice and define what true shared-creation collaboration involves for the school-based SLP. Michelle and Mary discuss how the SLP's role shifts across settings, why meaningful collaboration goes far beyond quick conversations or shared paperwork, and how intentional teamwork can help create stronger support systems for students. They share ideas for building authentic partnerships with classroom teachers, navigating common collaboration challenges, and using evidence-based resources to strengthen collaborative practice in schools.About the Guest: Mary Mitchell, PhD, CCC-SLP, is a Clinical Associate Professor in the School of Communication Sciences and Disorders at Pacific University. Her clinical background is rooted in school-based services. Dr. Mitchell's clinical and research interests include language and literacy assessment and intervention, dynamic assessment, professional learning, supervision, and interprofessional collaboration.Show Notes:Contact Mary: mary.mitchell@pacificu.eduCollaboration in Schools: Let's Define It (Mitchell et al., 2020)Vocabulary Outcomes With Third Graders in a Teacher and Speech-Language Pathologist Collaboration (Mitchell et al., 2022)Facilitating Language Development for Inner-City Children: Experimental Evaluation of a Collaborative, Classroom-Based Intervention (Hadley et al., 2000)Crucial Conversations Tools for Talking When Stakes Are High by Kerry PattersonShared Minds: The New Technologies of Collaboration by Michael SchrageBooks Are for Talking, Too! By Jane L. GebersSupport the Community Transitional SchoolSupport Holla School

He was banging his head on the floor, and Tara remembers the tears sliding down her cheeks and the only words she could find: "How can I help you?" That moment, and dozens of others over 25 years in the classrooms,  the real origin story of the Preschool Autism Summit. In this episode, we flip the script. Instead of Tara behind the mic, her teammate Shawna takes over as host and interviews Tara about how the summit actually began, long before it was an annual event with 30 presentations and thousands of attendees. What started as one teacher making her own resources because nothing existed for three- and four-year-olds has grown into something much bigger than a conference. Tara and Shawna talk about the isolating early years of teaching "back in the 1900s," the students who taught Tara how to teach, and the gut-level "if it feels yucky, don't do it" moments that pushed her away from compliance-based practices and toward regulation, connection, and respect for autistic children. If you've ever wondered how the Preschool Autism Summit came to be — or why this work matters so deeply — this conversation is for you. In This Episode, You'll Learn Why Tara started Autism Little Learners — and how it began with simply making her own classroom materials What teaching autistic students looked like "back in the 1900s," before online resources, memberships, or virtual courses existed The students who shaped how Tara supports autistic children today How the idea for the Preschool Autism Summit was born in late 2023 — and why preschool-specific training was the gap she set out to fill What makes the summit different from a traditional conference (no travel, no cold ballrooms, no weird sandwiches) How autistic adults review every single presentation to keep the summit genuinely neuroaffirming Why Tara moved away from behavioral approaches like hand-over-hand prompting and toward regulation and connection What attendees can expect from the 2026 summit, July 12–15 Key Takeaways Change often starts with one small idea. Tara never set out to leave the classroom or build a business — she just wanted to share the resources she was already making. Teaching autistic children can feel isolating. Many educators and SLPs are the only one or two doing this work in their entire school. Community is what breaks the "you're on an island" feeling. Regulation comes first, connection right beside it. A dysregulated child isn't able to learn — and learning is hard without genuine connection. Connection means weaving in what a child loves, not dangling their interests as a reward to get compliance. If it feels yucky, don't do it. That gut feeling is worth trusting — and now there are neuroaffirming alternatives that didn't exist decades ago. Autistic voices belong at the center. Autistic adults review every presentation, so "neuroaffirming" is a practice, not just a label. Small shifts in adult behavior have lifelong impact. A child is autistic — it's part of who they are, not something they carry and set aside. This is a movement, not just an event. One free ticket can reach roughly 10 students. Tara's goal: reach a million. None of us have to do this work alone. Try This Reflect on how your own practice has changed over the years. Name one area where you're moving from compliance toward connection. Think of a child who reshaped how you see your work. Reach out to one educator who shares your values. Grab your free ticket and learn alongside thousands of educators, therapists, and families at the 2026 Preschool Autism Summit. Resources & Links Preschool Autism Summit Registration — Grab your free ticket to the 3rd Annual Preschool Autism Summit, July 12–15, 2026: preschoolautism.com This year's summit features 30+ presentations, make-and-take sessions with Tara, and an All Access Pass option for year-round access plus certificates of completion.

Connect the dots between AAC caregiver coaching and adult learning.Guest: Daj Mitchell, MS, CCC-SLPEarn 0.10 ASHA CEUs for this episode with Speech Therapy PDWatch on YoutubeMichelle Dawson, MS, CCC-SLP, CLC, BCS-S, FNAP, is joined by Daj Mitchell for a joyful discussion on powerful AAC caregiver coaching. Together, they explore Malcolm Knowles' Principles of Adult Learning and how these concepts can help SLPs better support caregivers throughout the AAC journey. Daj breaks down the four levels of caregiver readiness for AAC implementation and shares practical strategies for meeting families where they are. Gain ideas for tailoring AAC coaching conversations, strengthening caregiver engagement, and creating more meaningful opportunities for communication success across everyday routines.About the Guest: Daj Mitchell, MS CCC-SLP, graduated from Governors State University with her Bachelor's in Speech-Language Pathology and a minor in Psychology. She received her Master's in Speech-Language Pathology and Audiology from Illinois State University and holds a variety of certifications and awards, including, but not limited to, certification as a Lingraphica Technology Specialist, Level I and Level II Sensory certified, and a recipient of two successive ASHA ACE awards.Show Notes:Contact Daj on Instagram: @yourslpdajListen to Daj's Podcast: Co-Treat Corner: Collaboration Tips for Therapists Love Money: Support Spero Stuttering

Send us Fan MailNot all rotator cuff tears are the same, and understanding why can completely change how you set expectations and build a plan with your patients. In this episode, we break down tendon anatomy and physiology, the different ways rotator cuff tears develop (degenerative vs. traumatic), the difference between partial- and full-thickness tears, and the factors that influence healing and prognosis for both conservative and surgical patients.In this episode you'll learn:What a tendon actually is and why its structure (and blood supply) matters for healingThe difference between degenerative and traumatic rotator cuff tearsRisk factors that make someone more likely to develop a tearArticular-side vs. bursal-side partial thickness tears — and why bursal tears tend to hurt moreWhat "massive" and "irreparable" tears mean, and how outcomes differPredictors of good outcomes with conservative care (hint: baseline ROM and strength matter)A quick look at steroid injections vs. PRP for rotator cuff tearsTest yourself:What is a tendon's main job, and what structures help it do that job?What are the main categories of rotator cuff tears?What are the two types of partial thickness tears, and how do they differ?What factors affect healing after a rotator cuff tear — for both conservative and surgical patients?

Ever notice how you can see an easier way, yet still choose the hard way? In this episode, I'm digging into the uncomfortable question: what part of you doesn't want things to be easy? When it comes to work, motherhood, and productivity, why are subconsciously making it harder than it needs to be? I'm sharing five hidden patterns that keep high-achieving women (especially SLPs and private practice owners) stuck in hard mode. If you've been trying to solve a mindset problem with a new planner, a tighter system, or a 5 am wake-up call, this one is for you. You'll Learn: Why “hard” can feel like proof you're doing it right (and why that's a trap) The identity patterns that make "easy" feel unsafe or unfamiliarHow complexity can masquerade as control (and quietly drain your energy)The difference between sustainable success vs. survival modeA simple question to ask yourself when you're overcomplicating somethingRelated Episodes:Episode 73: Why You Don't Want Work-Life BalanceEpisode 97: This Is What They Didn't Teach Us About Being an SLP Episode 102: Your Job Is Not Your Identity (Even If You're Damn Good At It) Want Support? If this hit a little too close to home, book a free consult so we can uncover what's driving your hard mode and what it would look like to create sustainable success you actually enjoy. To find out how I can help you improve your work-life balance, click here. Come join Work-Life Balance for Speech Pathologists on Facebook for more tips and tricks!Learn more about Theresa Harp Coaching here.

This episode is a message on humanism, mission, and showing up fully for every child. It's not a question of whether the child can do it. Of course they can. It's only a question of how. This week's episode is deeply personal. After losing a close friend and being present with him in his final moments, a powerful message surfaced: when someone is suffering, don't look away. Go toward them. For SLPs working with challenging children (kids who bite, scratch, have hours-long tantrums, or hurt themselves) this message is everything. The children on your caseload who are hardest to reach are the ones who need you most. And you have what it takes to show up for them. In this episode, let's discuss... Why a humanistic lens, not just a clinical one, is the foundation of meaningful work with children Why a narrow approach with kids with autism will leave you stuck, and what a truly holistic approach looks like How to take what's working in one area of your practice and bridge it to the gaps without reinventing the wheel Why this work is a mission and why giving all of yourself mentally, emotionally, and physically is worth it This episode is for you if.... You work with children who are challenging to reach and sometimes wonder if you're making a difference You feel the physical, emotional, and mental weight of this work You want to be reminded that you are capable and that there's always a "how" You're looking for the motivation to roll up your sleeves and keep going READY TO MAKE THE WORLD A BETTER PLACE ONE CHILD AT A TIME? You bring the mission. We bring the materials. The SIS Membership gives preschool SLPs instant access to ready-to-use, effective, and engaging resources, so you can spend less time prepping and more time doing what you do best: showing up for your kids. ✔ Therapist-designed materials built for real preschool caseloads ✔ Strategies that support a holistic, whole-child approach ✔ Tools that work even with your most challenging kids You don't have to do this alone. Join the SIS Membership today and change lives faster. https://www.kellyvess.com/sis See you there,

This episode of PT Breakfast Club is a practical conversation about value, access, content, and revenue in physical therapy. Jimmy McKay, Tony Maritato, and Dave Kittle start with a wild sports pricing example, then bring the conversation back to the clinic: why do PTs struggle to charge for expertise when other industries clearly understand premium access?The group digs into insurance reimbursement, cash-pay models, YouTube memberships, creator burnout, and why patient education content may become a serious business asset for PTs and clinic owners.Key Insights• People pay for access, status, trust, and simplicity. PTs need to understand which of those they are actually offering.• Billing codes can train clinicians to think in units instead of outcomes, expertise, and value.• Premium PT care and broad access are not opposites. A clinician can charge more for high-touch care while also creating lower-cost education through content, memberships, and video libraries.• YouTube memberships may be a practical way for PTs to build education-based revenue without building a custom app.• The biggest content barrier for many PTs is not editing, gear, or planning. It is confidence, consistency, and fear of being judged.• A shared rehab creator network or launchpad could help PTs, OTs, and SLPs build audiences faster than working alone.• Corporate content often fails when it feels like an ad too early. Trust has to come before the close.Why This Matters For PTs And Clinic OwnersClinic owners are under pressure from reimbursement, staffing, burnout, and rising patient expectations. This episode pushes the profession to think beyond the visit-based model and ask: what else can expert clinicians build with their knowledge?For individual PTs, the message is simple: your expertise can create value outside the treatment room, but only if you are willing to publish, test, learn, and keep going.Hosts / GuestsJimmy McKayPT PintcastTony MaritatoTotal Therapy Solution - Physical Therapyhttps://www.youtube.com/c/TotalTherapySolutionDave KittleThe Dave Kittle Showhttps://www.youtube.com/@thedavekittleshowSponsorsSaRA Healthhttps://sarahealth.comEMPOWER EMRhttps://empoweremr.comU.S. Physical Therapyhttps://usph.comSubscribe & FollowApple Podcastshttps://podcasts.apple.com/us/podcast/pt-pintcast-physical-therapy/id1000443325Spotifyhttps://open.spotify.com/show/3LmMUT64yrUc2iGo9EmafcYouTubehttps://www.youtube.com/@PTPintcastLinkedInhttps://www.linkedin.com/in/jimmy-mckay-pt-dpt-a4207659/Instagramhttps://www.instagram.com/ptpintcastX / Twitterhttps://x.com/PTPintcastWebsitehttps://www.ptpintcast.com/

AAC can feel overwhelming for clinicians, but it does not have to stay that way.I'm joined by Valerie Zimmerman from Mindcolor Autism to talk about what happens when BCBAs and SLPs come together to better support autistic learners who use AAC. Valerie shares how her team has prioritized AAC training across their organization, even though many clinicians receive little to no formal instruction in this area. We dig into the real questions providers are asking, from ethical considerations around programming devices to understanding the role of collaboration in helping students communicate more effectively.One of my favorite parts of this conversation is hearing how Mindcolor Autism created a clinical consultation model that gives staff ongoing support when they encounter challenging cases or communication questions. I love seeing organizations build systems that help clinicians feel less alone and more confident in their work.We also talk about the importance of practical, immediately applicable training. Whether you are a BCBA, SLP, RBT, or parent, this conversation highlights how much growth can happen when teams learn together and stay curious about communication. AAC is not just about devices, it is about giving students meaningful ways to connect with the world around them.#autism #speechtherapyWhat's Inside:Why AAC training is essential for both BCBAs and SLPsCommon misconceptions about supporting students who use AACHow Mindcolor Autism built a clinical consultation support modelPractical ways teams can collaborate around communication goalsMentioned In This Episode:Mindcolor Autism AAC Mastery for SLPs and BCBAs All About AAC Bundle Earn CEUs with a community of peers. Join the ABA Speech ConnectionABA Speech: Home

If you've ever taken a basic task and somehow turned it into a life-or-death project, this episode is for you. That “why is everything so intense?” feeling isn't proof you're responsible — it's usually a sign your default mode is hard. In today's episode, I'm naming what's actually driving that pattern and why it shows up so much for high-achieving SLPs, especially when you add ADHD to the mix. And I'm giving you one simple question to start loosening your grip today. In This Episode, You'll Learn: Why “hard” often feels like “better” (even when it's just burning you out) How over-preparing can be a sneaky attempt to avoid judgment or criticism How ADHD/EF challenges (novelty, complexity, rabbit holes, time blindness) fuel hard modeA grounding question to interrupt the spiral: “How would I do this if it had to be easy?” How this pattern impacts energy, relationships, and decision fatigue — and why it mattersWant support untangling this in real life? I can help. Book a free consult today. To find out how I can help you improve your work-life balance, click here. Come join Work-Life Balance for Speech Pathologists on Facebook for more tips and tricks!Learn more about Theresa Harp Coaching here.

Episode 138 When One Plus One Equals Three: A Conversation with National Aphasia Synergy               In this episode you will discover: 1.  People with aphasia hold the map. At NAS, people with aphasia don't just have a seat at the table — they built the table. Real peer leadership changes everything about how an organization thinks and acts. 2.  Recovery is about more than speech. The isolation and psychological distress that follow aphasia are just as real as the communication challenges — and just as deserving of attention and support. 3.  Peer-befriending is life participation in action. When people with aphasia support one another through shared experience, that's not a supplement to good care — it is good care. 4.  Sinergia: one plus one equals three. When survivors and professionals work as true equals, something greater emerges than either could create alone. June is National Aphasia Awareness Month, and around here, that means it's time for one of my favorite podcast traditions. For the past few years running, we've spent this month in conversation with people who know aphasia from the inside — those living it every day. Today is no exception, and this one is a conversation I've genuinely been looking forward to.   Welcome to the Aphasia Access Conversations Podcast. I'm Katie Strong from Central Michigan University, where I lead the Strong Story Lab, and I'm a member of the Aphasia Access Podcast Working Group. Aphasia Access is dedicated to transforming services and environments so people with aphasia can participate more fully in life — and today's guests are living proof of exactly what that looks like.         Today I'm speaking with two leaders from National Aphasia Synergy — known as NAS — a peer-led nonprofit founded in 2021 by people with aphasia, for people with aphasia. NAS was built on the belief that those living with aphasia are best positioned to support others on the same journey. Through peer-befriending, technology empowerment, and community building, NAS works to end the isolation that so often follows a stroke — connecting people across the country through a shared sense of what they call Sinergia: the idea that when survivors and professionals work as true equals, one plus one equals three.   Today's conversation feels especially meaningful to me. I've had the privilege of seeing Trish and Amy in action at conferences like Aphasia Access and ASHA — learning from their presentations and watching their advocacy make ripples far beyond those conference walls. As someone who researches friendship and aphasia, I've followed the peer befriending movement closely — it began in the UK, and when I heard that NAS was bringing it to the United States, led by a peer organization, I thought: this is what life participation actually looks like.   Before we get into the conversation, let me tell you a bit more about our guests.   Trish Hambridge is the President and Founder of National Aphasia Synergy. Trish has lived with aphasia since her stroke in 2008, and that experience is the foundation of everything she has built. A former project manager for AppleCare, Trish has become not only a powerful advocate but a published researcher — partnering with research teams to influence the questions being asked and the evidence being built in our field. Her co-authored work spans game-based rehabilitation design, posttraumatic growth in aphasia, and the measurement of motivation and psychological needs in aphasia rehabilitation — all published in leading journals including the American Journal of Speech-Language Pathology. She has spoken at conferences including the Aphasia Access Leadership Summit, Aphasia Access Chautauqua and ASHA, serves on the Disability Advisory Committee in Dunedin, Florida, and is a member of Voices of Hope for Aphasia. Her vision brought NAS to life, and her leadership — in the clinic, in the research literature, and in the community — continues to shape it.   Amy Walters is the Vice President of National Aphasia Synergy. Amy has lived with aphasia since her stroke in 2018 — a stroke that, in a striking twist of fate, occurred while she was attending a neurosurgical conference. A Harvard graduate with a Master of Public Health from Johns Hopkins, Amy spent 30 years as a senior leader in the medical device industry before her stroke, and she has channeled that same expertise and drive into aphasia advocacy. She has presented at neurosurgical conferences to raise awareness, participates in aphasia groups across the country, and brings a remarkable combination of professional knowledge and lived experience to everything NAS does.   So — let's get into the conversation.   Katie Strong: Trish and Amy, welcome. I'm so excited to have you both here today and learn about what's going on in National Aphasia Synergy.   Trish Hambridge: Thank you for the chance to meet.   Amy Walters: We are so pleased to be here with the Aphasia Access Community. Katie Strong: Well, we're delighted that you are sharing your time and expertise with us. I wanted to get started by asking about National Aphasia Synergy. How was it created? Just wondering if you could share the origin story of the organization and how that concept of synergy or working together defines your mission. Trish Hambridge: Long time ago, I had a stroke, major stroke. But I was the same person then as I am now. I remember sitting on the hospital patio in San Jose and Karen, my good friend from college and speech therapist was there, and she was teaching everyone about aphasia. My friends and family were so patient. I remember my Dad talking to me and say, "You are stubborn." and I said, "Thank you!" Because that choice – being subborn - changed everything and gave me the chance to get my identity back. Katie Strong: So, Trish, just to verify, you're saying your stubbornness got you where you are right now. Trish Hambridge: Yes, but yes! Katie Strong: Love it. Trish Hambridge: Sorry to say, I have issues! But going back to the beginning, I had only had five words. Even my 'yes' and 'no' were flipped. Traditional homework is not my cup of tea. Shhh! Quiet, I'm lazy! I needed a better strategy, and I found it with P2Go. It's so much more than an app. It is the tool that gave me my voice back. Katie Strong: I love that, so if I'm understanding correctly, traditional homework is not for you, and that you really needed something that was technology based, which goes back to your expertise in your life, career to be able to really help you communicate, and it was the P2Go. Trish Hambridge: Yeah, yeah, is small, is so, is easy, my opinion. Katie Strong: Well, that's what we're here for today, is your opinion. Trish Hambridge: In 2016, a move to Dunedin, Florida changed everything. I joined Voices of Hope and finally found my community. Then the pandemic hit. But it couldn't stop our connection. We moved to Zoom. I want to be honest, though: some of my friends didn't make it through that storm. Their pain is part of this journey. We build this community in their honor. Katie Strong: Oh, that's really touching, you know. It is. It's hard, so many friends don't stay in our lives for many reasons, but aphasia can really be a challenge for friends sticking around. Trish Hambridge: Yeah, and the technology is not my cup of tea. Katie Strong: Wonderful, wonderful. Thank you for sharing that. Trish Hambridge: In 2021, I stepped up. I moved from a 'Lead Pathfinder' to the Founder of National Aphasia Synergy. I reached out to Debbie Yones, the big cheese of Voices of Hope. She and the Board Director gave me wise advice to help me grow. I didn't do it alone. My sister and my sister-in-law helped me think through the logistics. They helped me build the support for the nonprofit. Because of them, my vision became a reality. Katie Strong: So, your consultation with those important people to your life really helped National Aphasia Synergy become a reality. Trish Hambridge: Yeah. Finally, I asked Amy to join the mission. She became part of the organization. Now, we are moving forward together. Katie Strong: Thanks, Trish. I love that. Amy Walters: Thanks, Trish. Nine years ago, I had my stroke at the neurosurgical conference. Ironic, right? Yeah, the conference was in Colorado Springs. I was in a medically induced coma for 10 days and diagnosed with Global Aphasia. Then I was airlifted to the Shepherd Center in Atlanta, Georgia, where I had a craniotomy and cranioplasty. On the flight I remembered thinking, "Am I in a simulator? What's happening to me?"   Katie Strong: Wow! That sounds surreal! Amy Walters: My career was in clinical affairs for a medical neurosurgical device company, so I am professionally and personally familiar with neuroplasticity. I know how crucial neuroplasticity is to our physical, mental, and emotional recovery. National Aphasia Synergy was born from a deep need for collaborative survivor-led company. Katie Strong: The advocacy you're doing is really amazing, and I'm so excited for our listeners to be able to hear more about it. Amy Walters: Thank you. When we look at the aphasia community today, we see massive gaps. Most organizations are built for us, but they aren't led by us. The 'medical way' focuses only on the speech deficit, but it leaves a gaping hole in mental health, identity, and social connection. The research is heartbreaking: 40% to 60% of stroke survivors with aphasia experience chronic depression, and in early recovery, a staggering 93% experience high levels of psychological distress. This isn't just about the survivor—46% of our family members also face depression. Our mission is to bridge those gaps. We aren't just here to 'fix' speech; we are here to empower the whole person. We call it Sinergia—the Greek word for Synergy. It means we don't work in silos. We don't have 'experts' on one side and 'patients' on the other. We have a partnership where 1 plus 1 equals 3.   Katie Strong: I love it!   Amy Walters: We are moving away from the isolated patient model and toward a Sinergia where survivors and professionals work as equals to reclaim our lives. We are here to educate and empower our peers to use technology to reclaim their voices. But more importantly, we are here to promote peer-befriending. We reach out to those who are new to this path or struggling to find their way, because no one should walk this road alone. Katie Strong: I know, Amy, I just am so excited. I've been watching this peer befriending happen over in the UK, or reading about it, and hearing about it, and I was just so delighted when I heard that National Aphasia Synergy was taking this up and helping us to, to have a really solid connection. I think one of the things that breaks my heart the most is when I meet someone who has aphasia, who's been living with aphasia for a really long time, and they've never met anyone else who had aphasia. Amy Walters: Heartbreaking. Katie Strong: It really is. It really is. Amy Walters: Our goal is to develop a national community that encourages optimism. We believe a positive outlook isn't just a 'nice feeling'—it is a strategy for recovery. Katie Strong: Heck, yes! Amy Walters: At NAS, we don't just look for what's lost; we build on the strengths that remain. There were gaps in the Aphasia Community. Trish Hambridge: Speech Therapists and care partners are vital to recovery. They have good intentions, but the 'medical way' is often the wrong way. Katie Strong: Yeah, yeah, it's not quite the right way. Trish Hambridge: Many researchers only survey the Speech Therapists and the partners. But what about me? What about us? What am I, chopped liver? Think about the last time someone completely iced us out. It hurts, right? It honestly chips away at our sense of self, leaving us clueless as to where we actually fit in. Katie Strong: Yeah, so Trish, just to recap this for the listeners, you're saying when somebody ices you out, you're asking the listeners to reflect on how that really feels, Trish Hambridge: Yeah, I email [a researcher], and have offered [to be a part of their team] but they are like "Oh no, but sorry." Katie Strong: I hear, I hear you. Yeah and I think what you're bringing up - and you and Amy are bringing up such a great point that as the aphasia research community has not always included people with aphasia. Or they're only including people with mild aphasia versus more severe types of aphasia, so I love that you're calling this out and shining light on it. It's, it's time. Trish Hambridge Here's what the research tells us. Therapists and partners see the journey from the outside. But those of us living it? We know the honest truth. Katie Strong: Yeah, yeah, so as the clinicians, the therapists, and the care partners see that journey from the outside, and you all are living it for sure. Trish Hambridge: It is the 'Chicken and the Egg' problem: Does the partner change first? Or does the people with aphasia change? The answer is: The Environment. We must change the environment to find true recovery. We need to move from being 'patients' to being Lead Pathfinders. Katie Strong: Yes, so I love it. You're, you're flipping the script there and reclaiming your identity, or renegotiating it from that patient role to being a lead pathfinder. I love that terminology. Thank you. Thank you. One of you said this earlier that organizations are for people with aphasia, but National Aphasia Synergy is led by people with aphasia. Why is this distinction critical for the community to understand, and how does it change the way an organization is run? Amy Walters: Right, Katie. In the past, organizations were built for us, like a charity. But National Aphasia Synergy is different. We are led by people with aphasia. We are moving from 'being helped' to leading. This is more than an organization. It is a revolution of identity. At National Aphasia Synergy, we are flipping the script on leadership. Our Board makes decisions with one clear priority: putting voices with aphasia at the forefront. That means leaders like Trish, Bruce, and me are the ones making the big calls. We collaborate with wonderful professionals, like Kait, our SLP, Helen, our Financial and Secretarial support and Will Evans, our Volunteer Consultant. They are essential to our success. They ensure our communication is accessible and our business stays strong. I always think of our board meetings being like a United Nations meeting with "international representatives" (i.e., China, France, Japan, etc.) each of us is coming to the table with a different lived experience, different aphasia types, etc. We work together to "translate" and work through our differing communication styles. But make no mistake: The people with aphasia are the primary drivers of the vision. The professionals provide the tools, but we hold the maps.   Katie Strong: Such a great analogy. I love it and it also sounds like your work is fun too.   Amy Walters: Driving you crazy, but you mean you mean you mean, yeah. Hold the phone!   Katie Strong: Oh, that's great. I love it. Well, what does National Aphasia Synergy offer that others should know about? Trish Hambridge: Look at what we have built together: First, our Peer Befriending Program. A team of four SLPs and four people with aphasia worked as equals to create our training. Today, we have 15 volunteer Allies trained and ready to support the community. Katie Strong: I love it. So, 15 people with aphasia, volunteer Allies, have been trained as peer befrienders to go out and connect with other people who newly have aphasia. Trish Hambridge: Right, but anything like… Katie Strong: Or rather, anybody who has aphasia that they're wanting to connect with. Trish Hambridge: Come! Come! But we meet on Zoom.    Katie Strong: On Zoom, right? Yeah, absolutely. This is all virtual, which is amazing, you know, because you get a good reach, a really, a really great reach. What else is going on? Amy Walters: Second, our Aphasia & Mental Health Video. We have four excellent SLPs sharing the research, stats, resources and the power of neuroplasticity. And we also surveyed 10 people with aphasia to capture the honest truth of our emotional journeys and provide 10 essential tips for recovery. Trish Hambridge: I always start with a roadmap. But originally, we were filming something completely different. But three weeks before the shoot, I went to Debbie and asked: 'What do you think?' She said, 'There are enough basic videos out there... why doesn't NAS focus on Mental Health?' Katie Strong: Yeah, okay. So, you were doing all this planning, and then three weeks before the shoot, you went and talked to Debbie and said, "What do you think?" And she said, "There's already enough videos out there on basic aphasia, but not on mental health. I love it! Trish Hambridge: Yeah and so I agree!!! We agreed right away. We made a right turn...  And changed the plan on the fly! I ran a preview for my friends at Voices of Hope. They loved it, but they asked the killer question: 'Where is the actual resource? Where do we go for help?' Katie Strong: Trish, you are speaking to my heart here, and I know I'm one of those "outsider perspectives" as a clinician. But we just don't have great resources for mental health. It's really challenging. So, I love that your friends at Voices of Hope called you out on that. What happened after that? Amy Walters: That was the lightbulb moment, right? Trish Hambridge: Yeah, a video wasn't enough—we needed a map. So, we built the Aphasia and Mental Health Resources paper. The researchers and I had some serious back-and-forth debate, but that's how you get a solid plan. We ended up with something really cool: real tools for real people. Katie Strong: Love, love it! Trish Hambridge: Third, our Adaptive Growth Culture paper. This provides a brand-new map for recovery that the whole world can use to look past the 'broken parts.' Katie Strong: Yeah, Trish, I've heard you speak on this. That talk you gave it, ASHA. I'm going to say listeners, particularly clinicians, you should check this out, because we need to get our clients with aphasia, our lead pathfinders with aphasia to be able to  think in this sort of way, so yeah, Trish Hambridge: But like I have like the speech therapist and the caregiver, and people with aphasia -  it like, look right -- is the good plan. Katie Strong: Love it, fantastic, Amy Walters: Kait and I shared five powerful aphasia stories on video to show our diversity, our strength, our inhumanity, frankly. All of this lives on our National Synergy website. These aren't just projects, they are the proof that when people with aphasia lead, we create world that actually works for us. Katie Strong: Oh, this is fantastic. And we'll have links to your website in the show notes, but you can certainly Google National Aphasia Synergy, and the website pops right up. I've been exploring it for a little bit, but I was looking at it again this morning, and there's just such great, great stuff on there. So please go and check it out. Well, I'm curious, Amy and Trish, what's on the horizon for National Aphasia Synergy, and how can our listeners, whether they're Aphasia Access members or people living with aphasia get involved or support your work. Amy Walters: We are so proud of what we have built, but we are just getting started. This is our Call to Action. Trish Hambridge: We want the world to get excited about Mental Health!  Katie Strong: And I think get excited about your Adaptive Growth Culture too. Trish Hambridge: Yeah! We recently presented a poster at the Chautauqua virtual conference, and the feedback from Aphasia Access members was powerful. The keynote speaker, Dr. Nina Simmons-Mackie, spoke about moving from 'managing a condition' to 'owning a life.' That is exactly what we do! We focus on the strengths, the emotions, and the identity that the old medical model ignores. Katie Strong: Yeah, so okay. So, Trish, you, you were, I think you presented you National Aphasia Synergy presented a poster at the Chautauqua, the Aphasia Access Chautauqua recently. Trish Hambridge: First time presenting a poster! Katie Strong: I love it, I love it. Yep, and the feedback that you got from the Chautauqua attendees was spectacular, right? And that's when, and, and, and Dr. Simmons-Mackie or Nina Simmons Mackey took that idea and we wove it into her keynote at the end, right, and talked about how it's important for us to support people and people with aphasia and care partners move from managing a condition to owning a life. I mean, that that's powerful stuff. I love it! Trish Hambridge: I'm so honored. Katie Strong: Well, you are out there making an impact. Amy Walters: Thank you. We are building something historic, and we want you to be part of it. Here is how you can join the revolution: Trish Hambridge: To the speech therapists and researchers, Help us build our evidence base. We want the test that adapted growth culture map to prove how it improves mental health and builds confidence. Don't just watch from the sidelines—come test this with us! Soon, I'm taking the Adaptive Growth Culture to the global stage. I'll be at the International Aphasia  Rehabilitation Conference in Athens. Katie Strong: You'll be at the International Aphasia Rehabilitation Conference, or IARC, in… Trish Hambridge: Athens!! I am presenting our Adaptive Growth Culture Poster to the top minds in the field. Katie Strong: Fantastic. Trish Hambridge: We have built the roadmap. Now, the researchers will provide the data-driven proof. It is time to see the Adaptive Growth Culture in action. We are moving from lived experience to clinical evidence. Katie Strong: I love it, moving from lived experience to clinical evidence. Amy Walters: That's right, that's right, Trish. If you run a community group, a local program, or a support network, we want to connect with you. Help us build this referral network so that no one is left behind in isolation. We aren't just looking for 'places to go' to pass the time. We are looking for places where we can belong and grow. We are looking for communities that see our potential, not just our deficits. To my peers with Aphasia: Your voice is our power. Share your story or send us a shout-out with your favorite tips and tricks. We also need Buddies for our Peer Befriending program. Help us show the world that we are truly 'owning our lives.' To the Volunteers: We are looking for passionate people to join our Board of Directors. We specifically need one more person with aphasia, as well as SLPs, care partners, and friends. The only requirement? You must believe in the Adaptive Growth Culture. Whether you have the tools or you hold the map, there is a seat at the table for you. Visit us and let's grow together! Katie Strong: Amazing. I hope that our listeners will take you up on the offers that you just laid out there, and that they'll also go out there and share with others that they need to hook everybody up with National Aphasia Synergy. It's a great organization. I enjoyed learning about it more today. And Amy and Trish, I so appreciate you both being here with us and sharing your stories and the amazing work that's going on in National Aphasia Synergy. Trish Hambridge: Thank you. Aphasia Access is fantastic! Katie Strong: I'm glad that you're enjoying Aphasia Access, too. It's a great network, and it's great that we're having lots of communities continue to grow and blossom to support people living successfully with aphasia.   Amy Walters: Hear, Hear! Katie Strong: Thanks. You too. Amy Walters: Thank you. Katie Strong: Have fun in Greece. Trish Hambridge: Yay! Amy Walters: Jealous! Katie Strong: Me too, me too. Amy Walters: Bye, bye. Trish Hambridge: See you. Bye.   On behalf of Aphasia Access, thank you for listening. For references and resources mentioned in today's show, please see our show notes, available on our website at 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   Below is a list of links to the National Aphasia Synergy (NAS) resources and other organizations as discussed:  NAS Website:  https://nationalaphasiasynergy.org NAS email:  info@nationalaphasiasynergy.org   NAS Facebook page:  https://www.facebook.com/WeRSynergy (to keep up with what's going on at NAS and for inspirational, adaptive growth mindset content) NAS YouTube Channel: https://www.youtube.com/@nationalaphasiasynergy1410 (to watch our Aphasia Stories series, learn about resources, and tune into our quarterly video newsletter, "The Synergy Turf" to hear real people with aphasia) NAS Adaptive Growth Culture paper: https://drive.google.com/file/d/1VIq0juI4FTPKqF0Cev8qZAI5I5po5ouO/view?usp=share_link NAS "You Have Options!" Paper:  https://drive.google.com/file/d/1PBgvb1mDrjnFASaK_dpGL2gnZND_CjaU/view?usp=share_link NAS Aphasia & Mental Health video: https://www.youtube.com/watch?v=GThkxrKbQTI NAS Aphasia & Mental Health Resource paper:  https://drive.google.com/file/d/1pXbFLtZJ8KZ9Pxpg3HVZHBEd_D7BnsED/view?usp=share_link NAS Aphasia Stories video series: https://youtube.com/playlist?list=PLk1GJP6QGrPDOapMhQlmAUBHfVb5-Mnfi&si=BIuoNmeu-TM-ab65NAS  Peer Befriending: To get involved with NAS Peer Befriending, contact  info@nationalaphasiasynergy.org o Flyer:  https://drive.google.com/file/d/1dCETc1pZck59mw6OgaEjZGnXWOcdSlCh/view?usp=sharing o Video:  https://youtu.be/0RNvCeh0BKM   Referenced resources and organizations: Proloquo2Go AAC App mentioned (what Trish uses):  https://www.assistiveware.com/products/proloquo2go Voices of Hope for Aphasia: https://www.vohaphasia.org/    

The medical complexity driving significant change in skilled nursing care approaches doesn't stop at the door to therapy. With demand for speech-language pathology greater than ever, one North Carolina-based provider organization is looking to expand its therapists' knowledge and encourage the use of advanced staff training to help patients regain function. Michele Hass, regional therapy consultant for Principle LTC, recently became one of the first SLPs in the nation to earn a dysphagia certification from Accelerated Care Plus. The highly specialized credential focuses on swallowing disorders, aspiration prevention and patient safety — and Haas plans to use what she's learned to encourage others to use the techniques she picked up and pursue their own advanced credentials. ”These certifications, they're more than just a piece of paper,” Haas tells McKnight's Long-Term Care News in this episode. “I think they represent a commitment to patient care and staying engaged in the profession.” Principle wants to leverage Haas' interest in the ACP training — focused on advanced biofeedback technology— to enhance care capabilities across its regional footprint. It's just one way the operator of 38 facilities is responding to the clinical shift from compensatory care to modern rehabilitation, according to DeLaine Rice-White, Principle's senior vice president of therapy services. She emphasized that supporting advanced credentials can dramatically boost employee satisfaction and stabilize staffing levels, protecting facilities from the steep costs of turnover. Professional development, she added, is essential measure to protect against clinical stagnation. "If we don't do this, and we always do what we've always done, we'll always get what we always got,” she tells McKnight's Senior Editor Kimberly Marselas. “Our outcomes will not keep pace with the evolution of science and innovation if we go down that road." Listen to the full episode to learn more about ACP's approach to dysphagia care and why Principle views certifications and other training opportunities as critical investments for skilled nursing providers. Hosted by Simplecast, an AdsWizz company. See https://pcm.adswizz.com for information about our collection and use of personal data for advertising.

In this episode of SLP Coffee Talk, Hallie chats with Sarah Bishop—14-year school-based SLP, California Speech-Hearing Association president, and union rep—about why being a generalist is actually your biggest flex. Sarah shares her winding path to the field (spoiler: it starts with an art history degree and museum tours), why school-based SLPs need to stop apologizing for knowing a little of everything, and how to keep growing without losing your mind. This one's for every SLP who's ever felt like everyone else has a specialty except them.Bullet Points to Discuss: Why the generalist label gets a bad rap—and why it shouldn'tHow to figure out what continuing education you actually needWhat a PLC is and how to start one even if your district doesn't have oneThe mindset shift that makes it easier to grow without burning outHow school-based SLPs define their expertise differently than private practiceHere's what we learned: Own the generalist title. Any kid walks through your door, you know where to start. That's not nothing—that's everything.You will get things wrong. So will every SLP who's been in the field for 14 years. Let it go and keep moving.Connection is the intervention. Showing up, caring, and actually paying attention to a kid? That's already therapeutic.Find your people. You don't need a huge community. Start with one SLP buddy or one district PLC meeting.Know your role. Private practice treats the disability. You remove barriers to education. That's a different—and equally valid—job.Learn more about Sarah Bishop: Instagram: https://www.instagram.com/sawahfwend Learn more about Hallie Sherman and SLP Elevate:  

End-of-Year Reflect & Recap: The 3 Questions Every SLP Needs to Ask Right Now Whether you're a seasoned SLP or fresh out of grad school, the most powerful professional development you'll do this summer won't come from a CEU course. It's this. In this episode, Kelly walks you through her end-of-year Google Doc ritual: three simple but mighty questions that help you close out the school year with intention and walk into fall with clarity and confidence. In this episode, you'll learn:

Musical speech therapy techniques for the non-musical SLP.Guest: Corinne Zmoos, MS, CCC-SLPEarn 0.10 ASHA CEUs for this episode with Speech Therapy PDWatch on YoutubeTake the FREE Pediatric Feeding Courses for ASHA CEUs (through June 30, 2026)Want to incorporate music into your speech therapy sessions but don't know where to start? Michelle and Corinne share easy-to-use resources to help non-musical SLPs confidently incorporate music into sessions, along with evidence-based tools for clinicians looking to deepen their knowledge of music-based language intervention.About the Guest: Corinne Zmoos, MS, CCC-SLP, is a musical speech-language pathologist based in Baltimore, Maryland, and the founder of *Messy Happy Music Lab*, a private practice specializing in neurodivergent language acquisition, musical language therapy, Gestalt Processing, and augmentative and alternative communication (AAC).Show Notes:Contact Corinne:IG: @crescendo.communicationcrescendocommunication.comGestalt Get-Together podcastLove Money: Support Marian House in BaltimoreJoin the National Foundation of Swallowing DisordersRun the Virtual Dash For Dysphagia June 6-13, 2026Dysphagia Research Society

Have you ever looked at an AAC device and thought, “Where do I even start?” I've been there too, and I know how overwhelming it can feel.For years, I supported students using AAC while secretly feeling unsure of myself behind the scenes. I could teach communication strategies all day long, but when it came to navigating new systems and vocabulary sets, I remember leaving work feeling defeated and questioning whether I was truly helping my students. That experience completely changed the way I approach AAC today.I'm sharing the story behind our brand-new course, AAC Mastery for SLPs and BCBAs, and why I created it for professionals who want practical, real-world support with AAC instead of more theory that never translates into therapy sessions. This course brings together incredible AAC experts to talk about assessment, motor planning, collaboration, bilingual learners, switch access, parent support, and so much more.My goal is simple. I want you to feel confident supporting every AAC user on your caseload. Whether you're brand new to AAC or you've been in the field for years, I want you to walk away with strategies you can actually use right away.#autism #speechtherapyWhat's Inside:Why motor planning matters more than you thinkAAC assessment tips and funding guidanceCollaboration strategies for SLPs and BCBAsReal case studies and practical AAC problem-solvingMentioned In This Episode:AAC Mastery for SLPs and BCBAs Earn CEUs with a community of peers. Join the ABA Speech ConnectionABA Speech: Home

In this episode of SLP Coffee Talk, Hallie gets honest with new grads and CFs who are quietly wondering if they're already behind. She talks through what imposter syndrome actually looks and feels like in those early weeks — the brain-blank first session, the late-night Google spiral — and why all of it is completely normal. If you're a new SLP asking “what if I can't do this?”, this one was made for you.Bullet Points to Discuss: Why imposter syndrome hits hardest when no one's watchingFour things that will actually get you through those early sessionsShrink the moment — just pick one thing to targetOne activity, stretched across every group and goal you've gotNarrate your thinking out loud — that's the therapyExpect the clunky sessions — even the veterans have themHallie's recipe for a speech lesson that works no matter whatHere's what we learned: Feeling clueless doesn't mean you're underprepared. It means you're new.Language is hard because it overlaps with everything — slow progress is still progress.Adaptability is the skill that will carry you further than any material or lesson plan ever will.The confident SLP you're trying to be right now is built through exactly these messy, uncertain moments.You don't have to do this alone — and there's no rule that says you have to.​​​​​​​​​​​​​​​​Learn more about Hallie Sherman and SLP Elevate:  

Are you winging it when it comes to picking consonant clusters? If you're spending more time hunting for the right targets than actually running therapy, this episode is your reset button. In today's episode, we're diving deep into selecting consonant clusters. We're breaking down how to select targets strategically, sequence them with intention, and finally see the carryover you've been waiting for. Whether you're a seasoned SLP or new to building your clinical confidence, you'll walk away with a clearer framework and a fresh perspective on why some clients plateau and exactly how to get them moving again. In this episode, we cover: 1) Why random target selection is quietly sabotaging your data 2) The developmental and phonological principles that should be driving your cluster choices 3) How to align targets with your client's unique error patterns for faster progress 4) What the research actually says about cluster intervention sequences Ready to stop searching and start treating? Join the SIS Membership and get done-for-you consonant cluster targets you can put to use today. No more building from scratch, no more second-guessing, just clinically sound, ready-to-use materials designed specifically for SLPs and SLPAs. Join now at kellyvess.com/sis Don't delay and have a summer of reorganizing the brain today.

Imagine being a speech therapist and waking up in an ICU, unable to speak, swallow, or move your head and neck. That's what happened to Vanessa Abraham, MS, CCC-SLP, seven years ago when she was paralyzed by the pharyngeal-cervical-brachial (PCB) variant of Guillain-Barre. In this episode, she shares the full story from ventilator, tracheostomy, G-tube, and eye gaze boards through her path to eventually rebuilding her voice, her ability to swallow, and her clinical practice.  We cover: The PCB variant of Guillain-Barre and what recovery actually looks like How Vanessa found the Neubie, which turned out to be the missing link in her recovery The ways she uses electrical stimulation on the head and neck in her speech-language pathology practice, and how she dials in for swallowing and vocal cord function Polyvagal theory, why the body can't heal in a state of fight-or-flight, and how Vanessa uses the Master Reset Her frameworks for working with children with autism, adults with neurodegenerative conditions, and people experiencing PICS (post-intensive care syndrome) Vanessa is now one of the first SLPs in the world using the Neubie and has become a passionate educator through her book Speechless, her various talks and appearances, and her clinical practice. Her story is a very powerful pain-to-purpose conversation.  

What really helps speech sound practice stick once kids leave the therapy room?I'm joined by Shail Silver, founder of SpeechLP and parent to a child receiving speech therapy services, for a thoughtful conversation about carryover, motivation, and how technology can support meaningful speech sound practice at home. As a school-based SLP, this topic is especially important to me because we know progress doesn't just happen during therapy sessions. The real growth comes from consistent practice in everyday environments.Shail shares how his family's experience inspired the creation of SpeechLP, an AI-powered app designed to make articulation practice more engaging and less stressful for both parents and clinicians. We talk about the challenge of getting enough repetitions for true generalization, why carryover can be so difficult for students, and how gamified practice can help keep learners motivated. I also loved hearing how practicing SLPs are actively helping shape the platform so it stays practical and clinically relevant.There's so much potential in tools that support families, reduce clinician workload, and help students build confidence with communication in a fun and functional way.#autism #speechtherapyWhat's Inside:Why carryover matters so much for speech sound progressHow SpeechLP uses AI to support articulation practiceWays clinicians can use technology to support home practiceThe importance of making speech practice motivating for kidsMentioned In This Episode:SpeechLPParagraphAIEarn CEUs with a community of peers. Join the ABA Speech ConnectionABA Speech: Home

In this episode of SLP Coffee Talk, Hallie chats with Daj Mitchell—school-based SLP, online educator, and Illinois State University graduate—about getting everyone on board with AAC. With over six years of experience serving pediatric and adult clients across settings, Daj breaks down her buy-in stair step framework and explains why many SLPs accidentally skip to the last step. She shares practical strategies for coaching parents and staff, building real collaboration, and improving carryover beyond the therapy room. They also explore Daj's work in AI, AAC, and neurodiversity-affirming care, along with how she supports fellow clinicians through education and social media. This one's for any SLP who's ever handed a family a home program and never heard about it again.Bullet Points to Discuss: What the AAC buy-in stair step framework actually looks likeHow adult learning theory applies to parent and stakeholder coachingWhy video modeling works better than handouts for skeptical caregiversHow to use Google Forms, scheduled emails, and templates to manage AAC collaboration without eating your lunchWhat an AAC profile spreadsheet is and why Daj swears by itHow to extend the same coaching framework to teachers, paras, and adminHere's what we learned: Buy-in has three parts. Acceptance, willingness to support, and active participation are not the same thing—and most caregivers are only at step one.Don't skip ahead. Handing over a home program before a caregiver is ready guarantees the device stays on the refrigerator.Adults need a reason. Connect AAC to something that already matters in their life and they'll move faster.Start with one win. Find the routine they actually care about and build from there.Set it and forget it. Once your emails and forms are built, your collaboration system basically runs itself.​​​​​​​​​​​​​​​​Learn more about Daj Mitchell: Instagram: https://www.instagram.com/yourslpdaj/ Learn more about Hallie Sherman and SLP Elevate:  

In the United States, approximately 49,000 people die by suicide each year. And, unfortunately, the rate of suicide has increased substantially since 2000, up about 30%. Suicide remains among the 10 leading causes of death among persons aged 10-64 years and is the second leading cause of death among those aged 10-14 and 25-34.While these trends are multifactorial, they are particularly distressing because evidence-based approaches to screening and intervention are better established than ever. Yet confidence and training in these approaches remain too low — even among behavioral health workers. OTs, PTs, and SLPs are uniquely positioned to recognize warning signs through repeated, relationship-based care, but most receive little formal training in suicide prevention.This course seeks to address that gap. We'll cover the basics of: What to watch forEvidence based ScreeningEvidence based intervention And, the role of the team. We'll anchor our discussion in one of the most comprehensive evidence-based frameworks available: the VA/DoD Clinical Practice Guideline for Assessment and Management of Patients at Risk for Suicide (2024). And we'll be joined by Christine Weible-Cruz, LCSW, to get practical on what these guidelines look like in frontline care.See full course details here:https://otpotential.com/ceu-podcast-courses/suicide-prevention-for-ot-pt-and-slp See all OT CEU courses here:https://otpotential.com/ceu-podcast-coursesCheck our our live webinar schedule here:https://otpotential.com/live-ot-ceu-webinarsSupport the show by using the OTPOTENTIAL Medbridge Code:https://otpotential.com/blog/promo-code-for-medbridgeTry 2 free OT Potential courses here:https://otpotential.com/free-ot-ceusSupport the show

Lindy Myers, MS, CCC-SLP, pediatric speech-language pathologist (SLP) and Clinical Lead at Coral Care, discusses the first few weeks of newborn life and how SLPs, occupational, and physical therapists can help families as they adjust to their new normal, including … Continue reading →

Hey Friends~  Many parents think reading begins with letters, flashcards, and sounding out words. But the foundation for reading actually begins much earlier—through listening, sound play, hearing sound patterns, understanding language, building vocabulary, and everyday conversation. So whether you have a toddler and want to give them the strongest start possible… or you have an older child who struggles with reading and you've wondered, “What are we missing?” …this episode is going to shed light on important skills that might need to be fortified. Today, I'm joined by speech language pathologist, Sarah James as she unpacks the building blocks that support reading success and explains what the research actually shows makes the biggest impacts on a child's ability to learn to read. You'll begin to understand how speech and language skills are deeply connected to literacy, and why some struggles may actually begin long before a child ever sits down with a book.   This conversation will likely cause you to see reading through a whole new lens. Always cheering you on!  Dinalynn CONTACT the Host, Dinalynn:  hello@thelanguageofplay.com WEBSITE:  https://www.thelanguageofplay.com/ Have a question or comment? Leave a voice message!  https://castfeedback.com/play   ABOUT THE GUEST:   Sarah James is an accomplished Speech Language Pathologist, SLP, seminar leader, keynote speaker and consultant. She is experienced working in urban, suburban and rural public schools as both the SLP and as a consultant for school districts around the country where she has offered speech-language pathologists practical and effective strategies for therapy. She served as president of MNSHA, her state's speech-language hearing association and was awarded the Honors of the Association.  Sarah's area of specialty is the relationship between speech language skills, literacy and academic development. She has wide-ranging experience helping SLPs to make connections between speech language-literacy skills and classroom expectations, curriculum targets and state standards.  CONTACT THE GUEST:   sarahjamesconsulting@gmail.com   IF YOU LIKED THIS EPISODE, YOU WILL WANT TO LISTEN TO THESE EPISODES: 256 Melanie Jeffrey: What If Phonics Made Speech Easier? 248 Dr. Emily Levy: Effectively Teach Reading with Orton Gillingham & Multi-Sensory Techniques 238 Dr. Bibi Pirayesh: How an Educational Therapist Helps Kids with Learning Differences Succeed  230 Daniela Feldhausen: Speech Sounds and Reading Are Linked. Fun Ways Parents and Educators Can Help     WE'VE MADE IT EASY FOR YOU!  Love this podcast?  Let us know!  https://lovethepodcast.com/play Follow & subscribe in 1-click!  https://followthepodcast.com/play To SPONSOR The Language Of Play, schedule your call here:  https://calendly.com/hello-play/discovery-session To DONATE to The Language Of Play, Use this secure payment link: https://app.autobooks.co/pay/the-language-of-play

ASHA launched a new consumer-facing website, and SLPs immediately started digging. In this episode, Jeanette Benigas, PhD/SLP, and Stephanie Feero, MS/SLP, unpack the newly rebranded Communication Health Support Association (CHSA), its connection to ASHA, and the financial and organizational questions surrounding the rollout.The conversation explores CHSA's 70-year history, ASHA's evolving mission statements and strategic objectives, tax filings, membership positioning, ProFind listings, and the ongoing debate surrounding the CCC. Jeanette and Stephanie also examine public IRS Form 990 data, nonprofit structures, affiliate language, and the broader implications for clinicians and the future of the profession.This episode discusses publicly available documents, organizational timelines, and the growing questions many SLPs are now asking after discovering a consumer-facing association that has existed for decades with little public awareness, all mixed with a little sass and a few tin foil hat theories from Jeanette.✨ Grateful to Chomper Champs for bringing so much positivity and fun to the pediatric SLP space. Follow the link to order the

As the professional world grows increasingly mobile, hear how the Audiology & Speech-Language Pathology Interstate Compact is making it easier for CSD professionals to deliver services across state lines. Guests discuss how the compact works, who may benefit from it, how it creates greater access to services, and the story behind what they did to make it happen.Learn More:The Audiology & Speech-Language Pathology Interstate Compact WebsiteUpdate on Interstate Compact Launch (2025)ASHA Voices: Student Advocacy and a Win for People Who StutterTranscript

Sometimes collaboration feels seamless, and other times it leaves you questioning everything.That contrast came up in such a real way as I talked with Jenny Argueta, and it's something so many of us have experienced but don't always say out loud. She shared how working with one collaborative SLP felt energizing, while another interaction left her feeling small and shut out. That moment stuck with her and ultimately shaped her decision to become dually certified so she could be part of the solution.We unpack the tension that can exist between SLPs and BCBAs and how those challenges often stem from past experiences, misunderstandings, or lack of exposure to each other's work. I always come back to the importance of listening. When we take the time to understand someone's perspective instead of reacting, we open the door to better collaboration.We also talk about AAC and the gaps in training that so many providers face. Jenny shares honestly about how overwhelming AAC can feel, even as an SLP, and why ongoing learning is so important. At the end of the day, our goal is the same. We want to support meaningful communication and real progress for our students.#autism #speechtherapyWhat's Inside:Real examples of collaboration going well and breaking downWhere SLP and BCBA tensions come fromPractical ways to build trust and shared understandingWhy AAC training is essential for all providersMentioned In This Episode:Mirific LLCEarn CEUs with a community of peers. Join the ABA Speech ConnectionABA Speech: Home

In this encore episode, we're revisiting one of the most meaningful conversations from the early days of the podcast — a wide-ranging chat with speech-language pathologist Nicole Casey about gestalt language processing, echolalia, and what it really takes to support autistic communicators. What if the words a child is repeating aren't random? Gestalt language processing (GLP) is a natural way of acquiring language where children begin with whole strings of intonationally-defined language — often lifted from songs, shows, or meaningful moments — instead of starting with single words. These "gestalts" are not literal, but they carry deep meaning. And when we miss that meaning, we miss the child. Nicole walks us through what GLP is, how it differs from analytic language development, and how to recognize it even in non-speaking or minimally speaking children. We also get into something just as important: why connection, relationship, and presuming competence are the foundation that every strategy is built on. Without those, the techniques don't land. With them, even small shifts can transform a child's communication journey. This is a longer, story-rich episode — the kind of conversation where two SLPs who love this work just couldn't stop sharing examples. You'll hear about Toyota Tacomas, Downy Unstoppables, Peter the doll, "we all fall down," and a spin class playlist that included the Delta Airlines theme song. Every story carries a lesson worth holding onto. In This Episode, You'll Learn What gestalt language processing is and how it differs from analytic language development Why GLP is not a diagnosis, just another natural way of acquiring language How to identify gestalt language processors, including those who are non-speaking What echolalia, echopraxia, and "jargon" might really be telling us Why gestalts are non-literal and how to uncover what a child actually means How to use Nicole's free Gestalt Tracker to share insights across a team Why WH-question goals are often a poor fit for early-stage GLPs How presuming competence changes what we see, hear, and teach Why AAC systems weren't designed for GLPs and what that means for us How following a child's deep interests opens the door to language and connection Key Takeaways Echolalia is meaningful communication, not background noise Gestalts carry emotional and experiential context — they are not literal Identifying a GLP starts with tuning in, not testing Children feel safer and communicate more when they feel understood The way the lead adult treats an autistic child sets the tone for the entire classroom Relationship comes first; strategies work because of connection, not in spite of it Asking questions a child already knows the answer to is a real and valid form of connection Following the child's special interest is not a distraction — it's the path Progress isn't always measurable on a SMART goal; look for magic moments Presuming competence is the most important thing we can bring to every interaction Try This Listen for repeated phrases with the same intonation and write them down Ask the parent where a gestalt might have come from — they often know Present language from the child's perspective ("let's play" instead of "do you want to play") Replace "are you okay?" with the language the child actually needs ("that was scary") Use the child's favorite songs, shows, and interests inside your activities Share gestalts and their meanings across the whole team, including paras Record sessions (with permission) so you can catch what you missed Look for "magic moments" of connection as real data, not extra data When we slow down enough to believe that echolalia is meaningful, everything changes — for the child, for the team, and for us. Links: Nicole's Instagram (The Child Led SLP): https://www.instagram.com/thechildledslp/ Website: https://childled.org/ Other Links You May Be Interested In: Autism Little Learners on Instagram Autism Little Learners on Facebook You can also join my free Visual Supports Facebook Group to "hang out" with like-minded educators and parents who want to take action and implement visuals at home or at school. Be sure to subscribe to The Autism Little Learners Podcast so you don't miss future episodes.  Plus, leave a rating & review on iTunes….this will help other educators and parents find this podcast! 

On today's episode, Dr. Yassmeen Abdel-Aty shares how collaboration with SLPs transformed her practice, turning her multidisciplinary clinic at USF into a powerhouse of comprehensive voice, swallowing, and airway care. Discover the benefits of integrating SLPs into every phase of diagnosis and treatment, from initial assessments to post-op therapy. Dr. Abdel-Aty reveals practical tips for building trust and flow in your clinic, emphasizing the power of real-time multidisciplinary discussions.Whether you're an SLP, a seasoned laryngologist, or just starting out, this episode offers strategies for transforming your clinic into a collaborative environment that enhances patient care and satisfaction.

What if you could build a private practice that evolves with you through rebranding, new niches, and even public speaking? Today's guest is back for her third appearance on the show, and every time she comes on, her practice looks completely different in the best way possible.I'm so excited to reintroduce you to Vanessa Alcala, a first-generation college graduate, bilingual speech-language pathologist, and founder of TheraVolve Wellness Co., a private practice serving children and adults across Tampa Bay through clinic, in-home, school, and telehealth services.Once told by a guidance counselor she wasn't "college material," Vanessa went on to launch her private practice the day she graduated in 2019 — LLC and all. But between a global pandemic, two high-risk pregnancies, and losing her grandmother, she realized the traditional track wasn't the vibe for her.So she built her own path.Switching from adult-focused care to bilingual pediatrics. Rebranding from Vital Therapies to the deeply meaningful TheraVolve Wellness Co. Growing from a solo clinician to a team with a beautiful clinic in Carrollwood. And most recently? Turning public speaking into a high-impact, high-income marketing tool earning her "Best of the Best SLP" recognition from the Tampa Bay Times in 2025.Vanessa Alcala is a bilingual SLP, healthcare entrepreneur, public speaker, and mentor. A former dementia caregiver, she's co-host of Sip & Social, the first multi-state networking event of its kind for SLPs and women in healthcare and creator of "Impact to Income," a course helping healthcare professionals transition from clinical work to speaking opportunities and diversified income streams. She's also co-founder of The Concierge Marketing Shop, offering customizable marketing templates designed specifically for adult and pediatric private practice owners.Outside of patient care, Vanessa is a mother of two who has navigated private practice through different seasons of life. She's passionate about helping other practice owners recognize their value and build businesses that support the life they want — not the one they're told to settle for.In Today's Episode, We Discuss:How her practice has evolved in ways she never expectedThe pivots that changed everythingHow she's using public speaking to grow her practice in a way most SLPs never even considerVanessa is proof that your private practice doesn't have to look the way you first imagined it. In fact, it shouldn't. She was told she wasn't "college material." She messed up. She rebranded. She expanded into populations she never planned to serve. She built a culturally responsive bilingual practice that earned public recognition. And now? She's speaking on stages and TV, running a team, and building a business that actually lets her breathe.Her story does not have to be the exception. You, too, can evolve your practice—if you're willing to start before you feel ready. Want to build a private practice that gives you the freedom to pivot, grow, and even speak on stage? check out the Start Your Private Practice Program over at www.StartYourPrivatePractice.com.Or, if you already have an existing private practice and you're ready to take it to the next level we'd love to support you inside the Next Level Private Practitioner. You can learn more at www.nextlevelprivatepractitioner.com.Whether you want to start a private practice or grow your existing private practice, I can help you get the freedom, flexibility, fulfillment, and financial abundance that you deserve. Visit my website www.independentclinician.com to learn more.Resources Mentioned:Follow Vanessa on Instagram: instagram.com/vanessaonthemic/ & instagram.com/theravolvewellness/Check out her website: www.theravolvewellness.comWhere We Can Connect:Follow the Podcast: https://podcasts.apple.com/us/podcast/private-practice-success-stories/id1374716199Follow Me on Instagram: https://www.instagram.com/independentclinician/Follow Me on Facebook: https://www.facebook.com/jena.castrocasbon/

From comfort feeding to communication access, two SLPs discuss the important ways speech-language pathologists deliver services as part of palliative care teams.Sharing personal and professional stories, Brittany Horvath and Marissa James address informed consent, how SLPs can integrate themselves into palliative care teams, and more.Learn More:Dysphagia Management: Strengthening Skills, Overcoming ObstaclesASHA Voices: Changes and Trends in Dysphagia TreatmentAJSLP: Palliative Care Training for Medical Speech-Language Pathologists: A Multiple Baseline DesignOffering Comfort Feeding in Palliative CarePrioritizing Patient Voice and Choice in Dietary DecisionsTranscriptSupport for this episode of ASHA Voices comes from Ambu and Zanda.

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

You can't make more time, but you can stop spending it like it's unlimited. In this episode, I'm reframing work-life balance as a “time budget” problem (not a motivation problem), and sharing a simple way to audit where your time is actually going. You'll learn how to spot your biggest time/energy leaks and how to build basic weekly guardrails so your calendar supports your values instead of sabotaging them. If you're tired of living in “I'll feel better when I'm caught up” mode, this is your reset.What You'll Learn:✅ Why work-life balance isn't about trying harder, it's about having a plan for limited time & energy✅ How to do a simple time audit✅ 3 “time budget” buckets: non-negotiables, nice-to-haves, and leaks ✅ Common time leaks for SLPs (documentation perfectionism, context switching, email loops, people pleasing)✅ How to set 1–3 realistic “balance rules” that reduce decision fatigueKey Takeaways:

To all speech-language pathologists, Happy National Speech-Language-Hearing Month! We're kicking things off by welcoming back one of our favorite guests (and possibly a soon-to-be fill-in co-host), Elyse Gordon, MS, CCC-SLP. While Elyse has joined us on the podcast multiple times, we've never taken the time to break down her SLP origin story, and we have questions! Why SLP? Did she ever consider another discipline? Do all SLPs have big personalities? And why are telehealth and SLP such a perfect fit? If you're looking for answers, that's exactly why this week's episode is a must-listen. Let's officially kick off National Speech-Language-Hearing Month!

To all speech-language pathologists, Happy National Speech-Language-Hearing Month! We're kicking things off by welcoming back one of our favorite guests (and possibly a soon-to-be fill-in co-host), Elyse Gordon, MS, CCC-SLP. While Elyse has joined us on the podcast multiple times, we've never taken the time to break down her SLP origin story, and we have questions! Why SLP? Did she ever consider another discipline? Do all SLPs have big personalities? And why are telehealth and SLP such a perfect fit? If you're looking for answers, that's exactly why this week's episode is a must-listen. Let's officially kick off National Speech-Language-Hearing Month!

To all speech-language pathologists, Happy National Speech-Language-Hearing Month! We're kicking things off by welcoming back one of our favorite guests (and possibly a soon-to-be fill-in co-host), Elyse Gordon, MS, CCC-SLP. While Elyse has joined us on the podcast multiple times, we've never taken the time to break down her SLP origin story, and we have questions! Why SLP? Did she ever consider another discipline? Do all SLPs have big personalities? And why are telehealth and SLP such a perfect fit? If you're looking for answers, that's exactly why this week's episode is a must-listen. Let's officially kick off National Speech-Language-Hearing Month!

Hello and welcome to another episode of the Shame List Picture Show! On this episode, Michael is joined by his good friend and SLPS co-creator Nick Richards to discuss Francis Ford Coppola's sequel to his own masterpiece, The Godfather Part II.On this episode, we discuss whether or not a sequel can surpass the original; changes to the story & new characters; Michael's journey, both emotionally and physically; and much, much more.Intro Bumper - 0:00 - 0:07 MKE Film Fest Ad - 0:07 - 00:59Intro Music - 00:59 - 2:10Preamble - 2:10 - 15:46Movie Summary - 15:46 - 19:06Trailer - 19:06 - 22:07The Godfather Part II - 22:11 - 1:31:08Social Media Plugs - 1:31:08 - 1:34:04Outro Music - 1:34:04 - 1:34:57Outro Bumper - 1:34:57 - 1:35:17Edited by: Austin ProctorProduced by: Michael ViersTheme Music by: Austin ProctorOpening Narration by: Nick RichardsCredits Music by: Ten-SpeedLogo Design by: Amanda ViersFor more amazing shows like this, be sure to check out https://www.someonesfavoriteproductions.com/network

Approach supervision with greater clarity, intention, and sustainability.Guest: Alice L. Williams, BA, SLPAEarn 0.10 ASHA CEUs for this episode with Speech Therapy PDWatch on YoutubeRegister for the FREE 5 part PFD Series, April 30-May 28This course meets ASHA's Supervision PD requirement.In this episode of First Bite, Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, FNAP, welcomes Alice L. Williams, BA, SLPA, creator of The SLPA Network, to explore the real challenges SLPs face when stepping into supervisory roles, including limited training and the constant pull between clinical responsibilities and mentorship. Alice breaks down how supervision requirements vary widely across states and settings, while highlighting the core principles that make supervision effective no matter where you practice. The discussion centers on "empowered supervision" as a way to build clinician confidence, strengthen professional identity, and support better outcomes for those we serve.About the Guests: Alice L. Williams, B.A., SLPA, is the creator of The SLPA Network and an experienced speech-language pathology assistant with over seven years in pediatric settings. Her work centers on professional identity, empowered supervision, and sustainable collaboration between SLPs and support personnel. Alice develops educational and leadership resources that support ethical practice, reduce burnout, and strengthen interdisciplinary teams across school-based, medical, and private-practice environments.Show Notes:Contact Alice: @speechwith_msalice and @the.slpa.network on InstagramSLPA NetworkAlice's Course: Foundations of Effective SupervisionGet 10% with the code: LEAD10 (Valid through 12/31/26)If Disney Ran Your Hospital: 9 1/2 Things You Would Do Differently by Fred LeeLove Money: Faith Christian Center Cross The Street Fund

Show Notes: slpnow.com/257Mixed groups are a reality for most school-based SLPs, and managing them well takes the right tools. In this episode, Marisha walks through how the SLP Now Visuals Binder makes it work, covering how to use it digitally in a pinch, how to test what works for your students, and why eventually printing and laminating your go-to visuals changes everything about session flow.The binder covers preschool through 12th grade with 95 pages of evidence-based visuals across early language, grammar, vocabulary, and later language skills. No prep required. Just open it and use it.Already a member? Contact us at hello@slpnow.com to access your binder bundle!Not a member yet? When you upgrade to a monthly or yearly membership, we'll send you the full bundle.Start your free trial: slpnow.com/pod

CPT 92507 Option B is officially in front of the AMA Editorial Panel, and this is the week that decides what happens next. In this episode, Jeanette Benigas, PhD/SLP, sits down with a private practice owner of 44 years, Mary Billings, MS, CCC/SLP, who has seen Medicare cuts before, and is sounding the alarm again. What's being proposed isn't just a coding change. It has the potential to reshape how SLPs document, bill, and treat patients across every setting, including private practice, schools, hospitals, Medicaid, and Medicare. No one is exempt.You'll hear exactly why the applicants submitted Option B, what's at risk if SLPs stay silent, and why this moment is so rare. Opportunities like this don't come around often, and once decisions are made, they can take decades to undo. If you care about your practice, your patients, or the future of this profession, this is the time to pay attention. This is the moment. Connect with Mary at Billings Speech Pathology Services or Function Focus AcademyThis episode is sponsored by Metro EHS, a growing, clinician-supported organization using a collaborative care model across disciplines. Learn more at metroehs.com.✨ Grateful to Chomper Champs for bringing so much positivity and fun to the pediatric SLP space. Follow the link to order the

  In this episode you will discover: Identity Is Shaped in Interaction — Narrative identity forms and reforms through relationships and stories shared with others — making connection a core ingredient of recovery, not a bonus Visual Methods Unlock What Words Cannot — Collage-making, photos, and art give people with aphasia a pathway into identity work that talk alone can't always reach. Identity Reconstruction Is a Long Game — People continue navigating complex, shifting identities for years after stroke. Our systems need to follow them farther into that journey, not stop too soon. Sit on Your Hands and Truly Listen — The most powerful thing you can offer is unhurried, attentive presence. Learning to wait and watch — rather than fill the silence — is a skill worth deliberately practicing. If you've ever felt like there's more to aphasia care than the therapy protocol in front of you, or wondered what identity-centered practice actually looks like in the real world, this conversation will give you both the framework and the practical insights you need. Welcome to the Aphasia Access Aphasia Conversations Podcast. I'm Katie Strong from Central Michigan University and a member of the Aphasia Access Podcast Working Group — a community dedicated to supporting better aphasia care. Rianne Brinkman is a speech-language pathologist and linguist from the Netherlands whose PhD project "Who Am I Now?" explores identity changes in people with aphasia through storytelling and creative arts-based approaches. Before her doctoral work — supported by the Dutch NWO Teacher Research Grant — she spent years as a clinician in rehabilitation and aphasia centers, and that deep clinical foundation shapes everything she brings to her research. She teaches in the Speech and Language Therapy program at Hanze University of Applied Sciences in Groningen and conducts her research at the University of Humanistic Studies in Utrecht. Today's conversation feels especially personal to me. Like Rianne, I came to doctoral work after years of established clinical practice, and my own research centers on narrative identity and aphasia through the My Story Project and the PULSE framework. So, when she sought me out at a conference in 2019, I recognized immediately that we were kindred spirits working toward the same questions from different corners of the world.   So, let's get into the conversation. Katie Strong: Well, before we dive into your work, I wanted to share something with our listeners. One of the things that drew me to this conversation is that we have a parallel story. We both came to do our PhDs after established clinical careers, and you're in the thick of that journey. I'd love to start with what made you decide to go back, and how did your clinical work shape what you wanted to pursue? Rianne Brinkman: I used to work in rehabilitation for a long time, and then I moved from one part of the Netherlands to another part, and there was not much work for me. So, I got the opportunity to help establish an aphasia center. And of course, if you look at the rehabilitation phase, that's far more deficit oriented, so that's very different than in the chronic phase, where an aphasia center comes into place. So, I really had to change my view of therapy. I had to establish a few groups on identity. I started reading on identity, on communicative participation, on how to do that in groups. So that's really where the interest came from. Katie Strong: I love hearing that. Sometimes as we go into a different phase or area of work, and it really re-shapes our thinking and how we engage with our clients or patients. Rianne Brinkman: Yeah, it does. And in those groups, I worked together a lot with creative therapists, and I learned so much from them, because then I realized that if you use narrative approaches, and you combine them with visual arts or arts therapy, that it can mean so much for somebody. They can get so many more means of expression. So, yeah, I learned a lot from that. Katie Strong: I love that! It is powerful. And I'm really looking forward to talking more about this. I was curious, you know, what the experience has been like from a clinician turned researcher, what you know, what's that actually been like for you? And has there been anything that surprised you most about the transition? Rianne Brinkman: I did not realize that much how much you yourself as a person influences the conversation with somebody with aphasia, you know that co-construction part. So that your identity aspects really influence how the conversation takes place and what somebody chooses to tell you or not. So that is really momentary, and so it's just a snapshot, really, when you do this. So, I became really aware of that. But also, your own norms and values and the way you listen and all those sorts of things. It's just a different way of doing therapy. And then you're doing it as research which is different. I think that's one thing, sometimes I'm a little bit too much the therapist, so I really have to be a researcher again, you know? So, you change between those roles.   Katie Strong: Yes, it is a shift, right? Rianne Brinkman: Yeah, exactly, exactly. Katie Strong: Yeah. And thinking about how those two roles are different or powerful, sometimes combined. Well, let's talk a little bit about the work that you're doing. And I want to acknowledge that what we're talking about today really all comes out of your doctoral journey, which is really remarkable. I thought we could first talk about your 2025 scoping review that really mapped the landscape of what we know about identity changes in aphasia, and it also laid the groundwork for everything that followed. Could you walk us through that narrative identity model that came out of the review?   Rianne Brinkman: Yeah. That was quite complex, because there's so much written about identity, and everybody defines it slightly in a different way, or uses different words. So, what we tried to do is really get a grip on that literature to see what was written on identity changes in aphasia, and what kind of theory was used. And what we saw was that everything is from a social constructionist perspective, really. But then there are many different philosophers and different authors that write about identity. So, what we tried to do was because, of course, Barbara Shadden, she's very foundational in this work. With her colleagues, she created the four domain interdisciplinary framework. So, we tried to use that in the model as one of the foundations. And then, of course, the work of Paul Ricoeur, who's a French philosopher who writes about that you only shape your identity through interaction with other people which gives meaning to the stories you share with other people. And the work of Bamberg, and he talks about dilemmatic spaces. So what it means, really, is that I think identity, you only shape in interaction, and we tried to visualize that in the model. So, there's an "I" part, and that's about you, the personal domains, and there's the "we" part, and that's about the social domains. We tried to visualize how those domains interact, including temporality, because you shape your identity in the here and now, but also through time. And then in the middle of the model, there's a head with interconnected gears, and that's where it all comes together. That's you at your identity, your narrative identity, a specific point in time. So that's the model in a nutshell. And then you've got, of course, all those personal domains, like your biography, agency and power, communicative abilities, your roles you fulfill in life. And then the social domains are, like your social situation, your cultural background, society and all of that works together, informing, shaping your identity. Katie Strong: It's powerful work, and it is complex. I appreciate the work that you led to be able to assimilate and give us this model for us to be really thinking about narrative identity in a way that takes all of those big thought leaders and helps it become more approachable to those of us that are interested in narrative identity as researchers, but also as clinicians. Rianne Brinkman: That's great. Thank you. Katie Strong: Thank you for that work. And then you have another recent paper. Congratulations, by the way! That paper just came out earlier this year in 2026 and I guess I should say to the listeners, we'll have both articles linked in the show notes, as well as some other resources that will be interesting to explore if you're into this topic. This 2026, article is really the first of its kind to look at identity in this early stage, six to eight weeks after admission to rehabilitation. So, I was hoping you could talk with us about who were these people and what were you doing together in these sessions? Rianne Brinkman: Yeah. So, it's the first session of a longitudinal study, so I'm following those people over two years. And so, there are 22 people with aphasia. Unfortunately, two of them couldn't continue as one of them, I couldn't organize the reflection session, and one of them, I just couldn't reach anyone. But the other 20 people are still in the study, which is really amazing! Katie Strong: That is really amazing! Rianne Brinkman : Yeah, that's really nice. They're all middle aged people who range in age from their 30s to their 60s until 67. They also have different severities of aphasia. Some people were still clinical inpatient, some of them already were outpatient. And then I tried to elicit their story with visual participatory methods in combination with the narrative approach. So those sessions are quite long, sometimes two and a half to three hours, so it's a lot of time. It's really nice to just sit with them and connect. During the first session I did collage making. I just took a lot of magazines with me and scissors and glue and everything, and then we just sat down. And then I just let them start leafing through those magazines and see what appealed to them, what kind of images, what kind of words, what it's reflected about them. And then they created their collage. And then, of course, you look at what kind of images do they choose, but also, how do they position them? How do they create their collage. Is there some kind of reason behind things? You discuss that, but also how do they get across what they do? You know, some people think for a long time and are hesitant to act. Some people start straight away. Some people tear the images. Some people cut them really neatly. So, everybody behaves in a different way, and that reflects something on your identity also. So, I always ask questions about that. And then when we finish the work, a proxy comes in and we reflect on the work of the person with the face yet together to get perspective. Katie Strong: That's really fantastic. So, you're, you're coming into either the hospital room or their home, is that where the work is done? Rianne Brinkman: Yeah, so usually the speech therapist, who's in charge books a room for me in the rehabilitation center. Or I just go to the homes of the people. Katie Strong: Well, I'm excited to talk about what you found out, but, but before we get into that, I just have to ask about the tattoo, because it's an integral part of this work. And it stopped me when I read it. And the title from the paper comes from the tattoo on one of your participants. So, could you talk to us about that?   Rianne Brinkman: Of course. There's one lady, and I was analyzing the session, because, of course, she will need to transcribe them. And then I saw her doing her hair in a ponytail, and I saw her arm, and I thought, "Oh, she's got a really nice tattoo there." So, I sent her a text, and I said, "What does that tattoo mean to you? What is it? "And then she told me that it was a tattoo that said, leave the thorn, enjoy the rose. And that's from a music play from Handel. And her father really enjoyed that. But her father passed away, so that tattoo was a memory tribute to her father, but also it reflects how she sees life, that you have to try to stay optimistic whatever happens. And I think that voice of positivity is a very important voice in all the stories of all the participants. Everybody said that. So, I thought, oh yeah. Even when something really bad happens, bad happens, people try to stay positive. So, it reflected a very important, yeah, result of the data, really. So, I thought, I'm going to make that the title. Katie Strong: It really is beautiful. So, so the rose bush. You develop this beautiful rose bush image to represent what you found across the participants. Walk us through that. And what does the rose bush capture about what identity looks like at that early stage of recovery? Rianne Brinkman: So, we used different methodology of analysis. So we listened to the voices that were reflected in the stories of people with aphasia, and then we realized that there are many contrapuntal voices, so it's very ambiguous. Really, very complex. So, we thought, we cannot just do a thematic analysis. We have to show that one experience can be both positive or negative or whatever. And that's why we came to those tensions and in that rose bush, so at the stem you see, for example, where you see the branches, and at the stem it's, for example, the tension between disconnection and connection. And connection is at the rose and disconnection at the stem, another tension is agency and disempowerment, and another one is living loss and personal growth. And then what we found was that people had coping voices and affirmative voices, but also challenging voices. And what we did was we put the challenging voices at the thorns and the coping and affirmative voices at the roses to reflect that they used that both to make sense of aphasia and of their identity, really. And so, they were moving along those branches, really. Sometimes they felt connected. Sometimes disconnected. Sometimes they grieved. Sometimes they cope by staying positive or focusing on the present. So that's how we tried to show that it's very complex that people move along those tensions, that it's never static. And those three existential tensions were really very tangible in the data. Katie Strong: It's just such powerful work. When I was reading it and I. I was talking with one of my students, she was saying she actually became pretty emotional when she was reading about all of that as well. It's really, really powerful work. And what I find so interesting, and you mentioned it earlier, but this role of the visual methods, the collage making, images as a way into identity. Could you paint a picture of what that actually looked like to sit with a participant in those sessions? Rianne Brinkman: Yeah. Well you really have to sit on your hands. And I learned a lot from my colleagues, creative therapists, because when I first did this…because sometimes people feel a bit awkward. You know that they all of a sudden have to draw something, or that they have to cut images from a magazine. And then you want to do something to help them feel less awkward. You shouldn't really. You should just let that happen and let that session develop. That's very important. So, I really learned to just tell them, "you are looking the magazines and you see what appeals to you. And I'll just give you some time to get into that" and then you just wait. And while you're waiting, you can just see, for example, if somebody finds it really hard, and then you can also see how long they look at an image, for example, if it means something to them. Or they stop on a certain page all the time. And then you can help them a little bit and say, "Oh, you're looking a long time at this image. Maybe, is this something that appeals to you for some reason?" And then you can help them. But also, very often, people just know what to do. I don't know. It's very intuitive. So first, they don't know what they will choose, or they don't know what kind of collage it will be. But it comes to them for some reason.   Katie Strong: Yeah, it's interesting. I think we had talked about this previously, but a person with aphasia and research collaborator that I worked with, Todd Berreth, and I did some, we called it. We the "cut-up" style using images to be able create a story about yourself and integrate those pieces. And it was so interesting to watch people who came to our workshop, and just as you're saying, like how they chose and what they did. Some people were very, "I know what I'm doing", and others were hesitant, or wanted to take their work home before finalizing it and everything in between.   Rianne Brinkman: Yeah, that's very that's very nice. You really get that extra layer, I think. And also, when people really can't talk very well, you know, they can maybe say yes or no and sometimes a word, you know, then it's very hard to talk about your identity. Using images then that really helps. So, I remember one lady, she couldn't talk very well, but she was very creative. And she started, you know, with those magazines, and then straight away, there was that butterfly symbolizing her mom, connection to her mother. And maybe, I think we would never have reached that trying to do this in words. So, yeah, very powerful.   Katie Strong: Thank you. Another thing I wanted to talk about is that you use something called the Listening Guide as part of your analysis. And I'm thinking that a lot of our listeners may not have come across this before. Could you give a sense of what it really means to listen in the way that that approach demands?   Rianne Brinkman: Yes. So, what you do is, first you well, you listen to the plot of the story. So, you listen to, what does this story contain? What's the big line of the story? And you write that down. And then you look again at the data, and then you look at all the "I" positions and I also look at the "me" positions. So, everything that's "I" and "me". You get that out and you create "I-poems". We created all those "I-poems" about certain experiences. I could give maybe an example of one. This one is a bit connected to, on the one hand, feeling very sad that somebody suffered from stroke and aphasia, and on the other hand, tried to stay positive. So, I've got one here. I was crying last weekend. I realized, Oh no, this happened to me. I have to deal with this. I have changed. I also stayed positive that I will be okay. I just say it will be okay and I won't think negatively. So, then you get an "I-poem" that reflects different voices, like, in this case, the voice of grief and positivity. Then you look at those voices. In the next step, you look at the contrapuntal voices, and like grief and positivity are very contrapuntal. So very often, I think also we as human beings do the same, you know, you talk to yourself in your head, you know. And you've got all those different positions towards an experience. And those are the contrapuntal voices. And what we tried to do, so we adapted this approach by Gilligan and Eddy, and we tried to incorporate the visuals, the visual data, and also embodiment, because sometimes people with aphasia do very interesting things. They give a lot of information, non-verbally. Also you want to be sure that you really understood the person, so checking if you're on the same page is very important also. Sometimes you have to interpret what somebody means, or you have to give words to what somebody says as a researcher, which is the ethical part, of course, which is hard sometimes, but you can't avoid that. So, yeah, so that's how we integrated all the data. And tried to get those stories out and get the depth of the depth of the story.   Katie Strong: I love it. That's really fascinating. And the "I-poems" are really powerful. And I think we'll put a link to the Listening Guide reference in the show notes if people are interested in learning more about that technique. You mentioned earlier that this is a longitudinal study that you're undertaking for your dissertation work, which is pretty amazing. I mean, very amazing. And you're, you're two years into this longitudinal study, and this paper we've been talking about is the six to eight week snapshot. What are you most curious about as you continue following those participants over time? And also, what do you want clinicians who are listening today to take away from what you've already found?   Rianne Brinkman: Tomorrow, I'm doing another two sessions. One of them is the last session with somebody with P5 and with another person, P4. I think I am about I'm halfway through. Well, I'm almost, I think I've got another year to go to have collected all the data. And what I see really is that it's very clear that identity formation and reconstructing, renegotiating your identity, is a very long and complex process, and that at different points in time, different things happen. You see different patterns also along those moments in time that I'm doing the sessions. What I also realize, I'm not sure how that is in states, but in the Netherlands, I think communicative access, for example, if you want to start working again, you know, to understand what all the letters you get the process, and that it's very hard. Also in health care. And people are really struggling with that, and get really a lot of stress from this, and that it's very unclear often, and that people feel very uncertain. And I think we've got to realize that we should take a longer role in this. You know, not stop too soon, or just at least keep, well, the finger on the pulse, like we say in Netherlands, just keep following people. I think that's very important. And I also realized that the combination of a narrative approach with visual participatory methods really gives you a lot of information. And I also think the listening skills, to really listen to that story and try to get that story out, that gives you such a powerful connection with somebody. So, every time I see them again, I'm really curious, and they're really happy to share their story again and to show me where they are at that point in time. Yeah, and then I'm working together with colleagues with aphasia also, which is really great because they learn from each other. You know, that's nice.   Katie Strong: I love all of that. And I think maybe one of the things I'd like to reiterate, or we could talk about a little bit more, is that what I think I hear you're saying is we know aphasia is a chronic change to their life and the way they communicate and how they can connect with others, and ultimately how that impacts who they are, as people, or their identity. And our health care systems, I know in the US, we're set up for lots of intervention, or maybe the most that they're going to get, even if it's just a little, early in that phase, and then having them have to navigate that process on their own, as they become farther from having the stroke. And this work showcases their journey along the way. But I just wonder is there something that a clinician who's listening could implement or do with their client, wherever they're seeing them, in the journey? Rianne Brinkman:  I think using creative arts is always a good idea. You could keep it really simple. You could just ask them to bring a special object or to show a photo that they're proud of, or make a collage, or use Legos to build with. So, I think that's a good possibility. And also, I think a peer contact is very important. So do that together with a little group or people that are interested in exploring and sharing their stories. And I think we should realize that it's important to check in. So even if you finish therapy with somebody, then it's a good thing after a few months, to ask how they how they are, and stand still with the process. That's something very important also. Katie Strong: And sometimes harder to do than it would seem, but I think, as you're talking it seems like connecting people with peers and following up. I know here in the states, making  sure they're a part of a support group so that they can have a community to be able to connect with. Rianne Brinkman: Yes, because what I've seen a lot is that after a while, there's that phase of uncertainty, really. You don't know if you can get your work back, maybe in a different form, maybe not. And then there's no therapy anymore. And then how are you going to navigate all that uncertainty? And I think that usually speech therapy has stopped. I think then it's hard, of course, because it's not always doable, but I think it would be a very good moment. So, after eight months to really start up something again and then really discuss the identity of somebody. Really use narrative approaches to help them renegotiate all those dilemmas that they're experiencing. Katie Strong: Yeah, and certainly, I guess you know, advocacy work on big levels to recognize that people should be able to access therapy whenever they feel like they need it. Rianne Brinkman: Yeah, definitely. Katie Strong:  We've got some work to do. I appreciate this conversation, and I just wanted to let the listeners know that Rianne and I have been in conversation since we met at the International Aphasia Rehabilitation Conference in Philadelphia in 2019 and what started as a conversation in a parking lot I might add, has grown into some real research and educational collaboration. And Rianne, together with Sabine Corsten and Bianca Spelker, we have been developing and studying training programs for future SLPs in life storytelling approaches across three countries, so the US, Germany and the Netherlands and Rianne, I was hoping you could tell our listeners a bit about what we're actually building together and what you're learning from that work about what students need most before they walk into the room and try to do this identity centered practice, style of work. Rianne Brinkman: Well, we based it a lot on your work, of course, and the My Story project and Narraktiv from Sabine. So, Katie you started this in the US, and then we thought, "oh, this would be great in the Netherlands and in Germany also." The students first of course, need to be trained in supportive communication techniques, because that's very important for them. I think in the Netherlands, it's maybe a little bit different than in the States and in Germany, because I work with students that are still in their bachelors. So they've had only one year of theory, and they haven't done their training or internship yet. Although some of them have. And then you see a very different student. So, but I've got the students that are really for the first time meeting someone with aphasia, for example. And they're very scared, because they think, "Oh, am I able to adapt my communication and what if somebody's going to cry, or what if that story is really going to touch me?" So, you really need to prepare them with a lot of information about what narrative identity is and also what identity work entails. We also must train on how you can really, truly listen. Active listening skills from that nice paper you wrote with Barbara Shadden on the power of story and taking the PULSE of people with aphasia. Appreciating their uniqueness, And also what we do in the Netherlands is practicing with them how they use visual methods, creative methods, to use in their sessions with the people with aphasia. And then once they start, I always say to them, "Well, at least the first session maybe is very exciting, but you're there, you're listening, you're engaged. That's already means so much to somebody if you do that, if you truly listen." And then after one session, they realize that, and then it goes really nicely.   Katie Strong: There's this that feeling very uncomfortable and not sure where to go. And then being able to let that person with aphasia kind of take you on that journey. Rianne Brinkman: Yeah. That's so nice because it contributes to both, to the person with aphasia who participates, and also to the students and their development. Katie Strong: I strongly believe you can't do identity, story based work without being influenced yourself, by the work   Rianne Brinkman: Yeah, definitely. Katie Strong: Well, before we wrap up, I would be remiss if we didn't talk about some tips or strategies, resources or readings for clinicians who are interested in implementing identity, focused story work into their practice. So, can you share a few things with us? Rianne Brinkman: Definitely. Yeah. When I started this work, I really liked the work of Carol Pound and her colleagues, and that's a book called Beyond Aphasia. It's very interesting theoretically, but also very practical. It really helped me to develop methods for my aphasia group to talk about identity. I really think that's a very good book. And then also the book of Barbara Shadden and her colleagues on Neurogenic Communication Disorders. There are some really practical cases in there, and it's very broad. It's not only about aphasia, but also a different neurogenic disorders. And I what I really like is it's such a nuanced theoretical perspective; they gather lots of theory, but they do that in such a good way. It's a very book. Katie Strong: Yeah, I agree, both Carol Pound and Barbara Shadden's work. It's approachable, but it does have the meat of the theory in it.   Rianne Brinkman: Yeah. So that's helped me a lot. And what I said earlier, the paper you wrote with Barbara on the power of story, I think that's very helpful to better understand what happens when you use narrative interventions, and what kind of interventions there are. And then, of course, the different interventions, like the work of Sabine Corsten on Narraktiv in your work, on My Story. And I have a book but it's only in Dutch. I attempted to share all those methods I created for the group, and it's very practice based. So that's why I started later on my PhD. But those practice-based methods are combined in a book, but it's only in Dutch. Katie Strong: It looks fabulous. I'm not able to access it with my limited language skills, but we'll make sure to have all of those references listed in the show notes so people can explore and take a look around it. And I think you know your book that you're talking about, Rianne even though it is all in Dutch, so maybe not accessible to everyone, but it's got beautiful graphics and photos and things like that you can get an essence of what it is that you're expressing. Rianne Brinkman: It's all, it's all painted or drawn by Reno Hubers. He's a Dutch person with aphasia, and he was in one of my groups. And then every time I was reading about something, he was just drawing it or painting it. And I thought, "Oh, I really need to ask him help me make the images for this book." So, it was together with him that we created this. Katie Strong: Beautiful. And what a great story. Thank you for being here with me today. And I don't know if you have anything else you want to add before we wrap up our conversation. Rianne Brinkman: Well, thank you for inviting me. But also, I want to say thank you to my team, because they really stimulate me to think differently about identity. I've got a very interprofessional team, and that's really helpful. And also, of course, our identity group meetings with you and Sabine and Bianca and Barbara. That's very helpful to shape my thinking on identity. And, of course, the participants of my research who are so open and vulnerable and want to share their stories. I would like to acknowledge that that's very important.   Katie Strong: For sure! We sure appreciate you sharing your experiences with us and look forward to what's to come from the longitudinal study. We wish you well in your studies as well. Thanks Rianne. What strikes me most about this conversation is how Rianne's work reminds us that identity reconstruction isn't a detour from aphasia care — it is aphasia care. And the tools she brings, the collage, the listening guide, the willingness to simply sit and wait, are more accessible than we might think. What began as a chance conversation in a parking lot in Philadelphia in 2019 has grown into something neither of us anticipated. Rianne, together with colleagues Sabine Corsten and Bianca Spelker, and alongside my own work through the Strong Story Lab, we have been developing and studying training programs for future clinicians in life storytelling approaches — across the US, Germany, and the Netherlands. It is the kind of international collaboration that only happens when people are genuinely working toward the same thing. On behalf of Aphasia Access, thank you for listening. For references and resources mentioned in today's show, please see our show notes, available on our website at 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 Brinkman, R. (2018). Bouwen aan identiteit. behandeling van afasie – met 25 werkvormen [Building identity. Breindok. Treatment of aphasia – with 25 methods]. http://refhub.elsevier.com/S0021-9924(26)00012-2/sbref0006  Brinkman, R., Cardol, M., Neijenhuis, K., Luinge, M., & Leget, C. (2026). "Leave the thorn, enjoy the rose" identity formation of people with aphasia in the early rehabilitation phase. Journal of Communication Disorders, 120, 106627. https://doi.org/10.1016/j.jcomdis.2026.106627  Brinkman, R., Neijenhuis, K., Cardol, M., & Leget, C. (2024). Who am I now? A scoping review on identity changes in post-stroke aphasia. Disability and Rehabilitation, 47(5), 1081-1099. https://doi.org/10.1080/09638288.2024.2367606  Gilligan C., & Eddy J. (2017). Listening as a path to psychological discovery: An introduction to the Listening Guide. Perspectives on Medical Education, 6(2),76-81. https://doi.org/10.1007/S40037-017-0335-3  Pound, C., Parr, S., Lindsay, J., & Woolf, C. (2000). Beyond aphasia: Therapies for living with communication disability. Routledge. https://doi.org/10.4324/9781315169057  Shadden, B. B., Hagstrom, F., & Koski, P. R. (2008). Neurogenic communication disorders: Life stories and the narrative self. Plural Publishing. https://www.pluralpublishing.com/publications/neurogenic-communication-disorders-life-stories-and-the-narrative-self  Strong, K. A., & Shadden, B. B. (2020). The power of story in identity renegotiation: Clinical approaches to supporting persons living with aphasia. Perspectives of the ASHA Special Interest Groups, 5(2), 371-383. https://doi.org/10.1044/2019_PERSP-19-00145   

In this episode of SLP Coffee Talk, Hallie chats with Allison Carpenter—elementary school SLP by day and telehealth provider by night—about what it actually looks like to work two jobs without running yourself into the ground. Allison traces her path from a private practice CF in small-town Texas to a school SLP in Dallas, and gets real about why burnout pushed her to make the switch. She breaks down exactly how she landed a part-time telehealth gig, how she structured her schedule to protect her energy, and why she keeps her private caseload at three kids and has zero interest in adding more. This episode is full of practical, permission-giving insight for any SLP curious about picking up extra income—on their own terms.Bullet Points to Discuss: Why Allison chose private practice for her CF—and why she doesn't regret it What burnout in private practice actually looked like for herHow a Facebook post led to a telehealth job she didn't even know she wanted How she structured her schedule across two jobs without burning out againHere's what we learned: Starting your CF in private practice puts you right next to experienced SLPs when you need them most. You control your private schedule. Decide your availability first and protect it like a meeting. A work from home day changes everything—and it's worth asking your district about. Teletherapy offers something in-person private practice can't always guarantee: consistency. Three kids, two days, done by 6:30. Know your number before your boss picks it for you.Shutting your brain off on weekends isn't a luxury—it's what makes the whole thing sustainable.Learn more about Allison Carpenter: TPT: https://www.teacherspayteachers.com/store/miss-speech-alli Instagram: https://www.instagram.com/alli.misspeech/ TikTok: https://www.tiktok.com/@alli.misspeech Learn more about Hallie Sherman and SLP Elevate:  

Have you ever had a client (or caseload) that made you think “I could do this so much better if I just have my own space”? For today's guest, building her own private practice wasn't just about clinical freedom—it was about finally doing therapy the way she always knew it should be done. And the best part? She did it all while keeping her dream role within the school system.I'm so excited to introduce you to Sheila Cina, a speech-language pathologist and a valued member of the Grow Your Private Practice Program. Sheila is the owner and founder of The Talking Place, based in Minneapolis, Minnesota.Sheila's journey into private practice is a masterclass in intentionality. Through a mix of side gigs, cold calls, and a leap of faith, she built a practice that not only serves her ideal clients but also allows her to mentor over 100 SLPs in her district.In this episode, Sheila discusses how she went from doing books in her husband's basement to building a thriving practice, all while maintaining a flexible schedule and a collaborative network of colleagues.She specializes in compassionate, research-aligned, stutter-affirming therapy for children, teens, and adults. Her work centers on helping clients feel safe and empowered—reducing struggle around communication while honoring each person's voice exactly as it is. She is also a certified life coach, bringing a unique perspective to her therapy sessions.In Today's Episode, We Discuss:Her fluency specialtyThe surprising benefit of keeping a 0.2 school position even after going out on her ownBuilding a collaborative community of SLPs who refer to each other instead of competingSheila's story is proof that you don't have to choose between clinical integrity and a balanced life. She has built a career that allows her to specialize deeply, consult widely, and still have dinner with her husband a few nights a week. We are so lucky to have her as part of our community, and her journey is an inspiring example of what's possible when you decide to create a job that fits you.Want to build a private practice that gives you the freedom to design your ideal week? Learn more about our Grow Your Private Practice Program at www.GrowYourPrivatePractice.com.Whether you want to start a private practice or grow your existing private practice, I can help you get the freedom, flexibility, fulfillment, and financial abundance that you deserve. Visit my website www.independentclinician.com to learn more.Resources Mentioned:Follow Sheila on:Instagram: instagram.com/thetalkingplacemn/Facebook: facebook.com/TheTalkingPlaceMNCheck out her website: ttpmn.comWhere We Can Connect:Follow the Podcast: https://podcasts.apple.com/us/podcast/private-practice-success-stories/id1374716199Follow Me on Instagram: https://www.instagram.com/independentclinician/Follow Me on Facebook: https://www.facebook.com/jena.castrocasbon/

This episode is from the SLPS archive. As a little bonus for our couple of Patreon followers, Michael & Amanda were doing a show called Cage is the Rage, where they try to work through the entire filmography of Nicolas Cage. It was (and still is) a tall order, and life got in the way, and this episode was just sitting on Patreon. We had decided to get back into the swing, and before we do so, we wanted to unearth Cage is the Rage #3. On this episode of Cage is the Rage, we continue Nic Cage's career with a discussion on The Cotton Club (1984) and Birdy (1984). We also decided to get a little contemporary and talk about Renfield (2023).Edited by: Michael ViersProduced by: Michael ViersTheme Music by: The DirectionalsOpening Narration by: Zach McLainCredits Music by: Ten-SpeedLogo Design by: Amanda Viers

Rebecca Rowe joins me in this episode, as we explore what it truly means to provide neurodiversity-affirming speech therapy, with a focus on supporting families navigating an autism diagnosis. Rebecca shares how SLPs and OTs can guide and empower parents throughout the diagnostic process, while helping them find providers who align with neurodiversity-affirming values. We also break down key differences between ABA and OT/SLP services, and offer practical ways to support both yourself and your child with compassion, clarity, and confidence during this journey.Rebecca has over sixteen years of experience in the field of Speech Language Pathology. Her specialty is orofacial myology and she is a Certified Orofacial Myologist ( COM® ). She has owned ACT Therapy Services for ten years and enjoys leading a team providing play-based, neurodivergent therapy services to families and children. Check out her myofunctional therapy course for parents, mention this podcast and receive a 20% discount! Learn more here.Want to take your parenting journey to another level?⁠ Book your complimentary connection call now!⁠⁠⁠April 9, 2026Episode 320Neurodiversity Affirming Speech Therapy with Rebecca Rowe, SLPisAbout Your Host:Cara Tyrrell, M.Ed. is a mom or three, early childhood author, parent educator, and founder of⁠⁠ ⁠⁠⁠⁠Core4Parenting⁠⁠⁠⁠⁠.⁠ A former preschool and kindergarten teacher with degrees in ASL, Linguistics, and Education, she created the Collaborative Parenting Methodology™ to help parents, caregivers, and educators understand the power of intentional language in shaping a child's identity, confidence, and future success.As host of the top-ranking podcast Transforming the Toddler Years, Cara blends science and soul to show adults how to “talk to kids before they can talk back,” turning tantrums into teachable moments and everyday challenges into opportunities for connection. She is also the author of the forthcoming book ⁠⁠T⁠alk to Them Early and Often⁠,⁠ ⁠a guide for raising emotionally intelligent kids who thrive in school and life.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Want to book Cara for your next speaking event? Find all the details ⁠here⁠⁠⁠⁠⁠⁠⁠!

Practical insights into bottles, reflux, GI health, and the collaborative thinking needed to support safe, successful feeding.Guest: Britt Pados, PhD, RN, NNP-BC, IBCLC, FAHAEarn 0.10 ASHA CEUs for this episode with Speech Therapy PDWatch on YoutubeHost Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, FNAP, sits down with Britt Pados, PhD, RN, NNP-BC, IBCLC, FAHA, the expert behind Infant Feeding Care, to explore the complexities of feeding in both bottle- and chest-fed infants. They discuss Britt's research on bottle flow rates and its ongoing clinical relevance, as well as the impact of gastrointestinal issues like reflux on feeding. The conversation highlights the use of the GIGER Scale to improve collaboration between SLPs and medical providers, and concludes with practical insights on conditions like FPIES and FPIAS, along with guidance for supporting lactating caregivers managing infant food allergies.About the Guest: Britt Pados, PhD, RN, NNP-BC, IBCLC, FAHA, and Trauma-Informed Professional at Infant Feeding Care in Massachusetts, where she provides clinical care to infants who are struggling with breastfeeding and/or bottle-feeding. She is also the owner of Infant Feeding Labs, where she conducts flow rate testing of bottle nipples.Show Notes:Infant Feeding LabsInfant Feeding CareRelated courses:The Power of PROM for PFDThe Medical Domain of PFDThe Gastrointestinal and Gastroesophageal Reflux (GIGER) Scale for Infants and Toddlers by Britt Pados, Christine Repsha, and Rebecca R. HillDr. Brown's BottlesDyphagia Outreach ProjectBowel Sounds: The Pediatric GI PodcastGut: The Inside Story of Our Body's Most Underrated Organ by Giulia EndersFindHelp.orgHospital-to-Home Systems ChangeSupport Feeding MattersMentioned in this episode:Register for the 2026 Autism Conference

What if you could build a private practice so strong, you could retire early—without letting go of the clients you love? Today's guest is a speech-language pathologist who turned decades of specialization into a thriving practice, a legacy plan, and a roadmap to hiking the Amalfi Coast while still staying connected to the field she's passionate about.I'm thrilled to introduce you to Maureen Neukirch, a speech-language pathologist and the owner of Little Speech Boutique in the greater Nashville area. Maureen provides in-home, preschool, and community-based services but she's not your average generalist.With over 25 years of experience across a variety of early childhood settings, Maureen's journey is built on a deep foundation. Her research background in sensorimotor integration, prerequisites for early reading success, and rural service delivery via teletherapy has always set her apart. After decades in the field starting in schools, transitioning to neurodegenerative work during COVID, and learning what kind of boss she never wanted to be — Maureen made a bold decision: she would specialize in Childhood Apraxia of Speech (CAS).That decision didn't just change her caseload. It changed her entire career trajectory.Now an early intervention specialist serving clients from 18 months to 12 years of age, Maureen works with children across varying degrees of severity related to speech development. Her expertise is nationally recognized. She is a Certified Dynamic Temporal and Tactile Cueing (DTTC) Research Clinician, a distinction awarded by the Once Upon a Time Foundation, where she was selected for a prestigious research study and trained by leaders. She is also recognized by the Apraxia Foundation and Bjorem Speech as an Apraxia Trained Clinician. In addition to DTTC and the Dynamic Evaluation of Motor Speech Sounds (DEMSS), Maureen utilizes Rapid Syllable Transition (ReST) and has been trained in PROMPT, ensuring her approach is backed by the most current, evidence-based practices.In this episode, Maureen discusses how specializing in CAS helped her build a full caseload in a new city, why she confidently refers to anything outside her niche, and the legacy plan she's building as she looks toward retirement.Maureen is passionate about dynamic assessment, differential diagnosis, and helping families find clarity. She believes in going deep, not wide and that being a specialist doesn't mean struggling for referrals. Outside of client care, she's building something bigger: a network of clinicians and a vision for connecting Nashville's private practitioners so families can finally find the specialists they need.In Today's Episode, We Discuss:How specializing in CAS — one of the most specific niches in our field — actually made it easier to get referrals in a city where she had zero connectionsThe "splashy" marketing strategy she used to get noticed from day oneWhy she sees other SLPs as collaborators, not competitors (and the networking philosophy that's fueled her growth)The legacy she's building as she plans her next chapter — a community-wide referral network for clinicians and families across NashvilleMaureen is proof that you don't have to be everything to everyone. By going deep on what she loves, she's built a practice that serves her ideal clients, fuels her intellectually, and gives her the freedom to start thinking about what's next.And here's the best part: her story does not have to be the exception. You, too, can build a practice that lets you specialize, collaborate, and eventually scale whether that means hiring, retiring, or just taking more October hikes.Want to build a private practice that gives you the freedom to specialize, the confidence to refer out, and the vision to plan for your future—just like Maureen? The Start Your Private Practice Program gives you the roadmap, resources and mentorship where our mentors can help you overcome fears, build systems, and find your path to get started. Learn more at www.StartYourPrivatePractice.com.Whether you want to start a private practice or grow your existing one, I can help you get the freedom, flexibility, fulfillment, and financial abundance you deserve. Visit my website www.independentclinician.com to learn more.Resources Mentioned:Follow Maureen onInstagram: instagram.com/littlespeechboutique/Facebook: facebook.com/littlespeechboutiqueCheck out her website: littlespeechboutique.comWhere We Can Connect:Follow the Podcast: https://podcasts.apple.com/us/podcast/private-practice-success-stories/id1374716199Follow Me on Instagram: https://www.instagram.com/independentclinician/Follow Me on Facebook: https://www.facebook.com/jena.castrocasbon/

A refreshing dose of encouragement and perspective for SLPs who wear many hats.Guest: Emily Bromer, MS, CCC-SLPEarn 0.10 ASHA CEUs for this episode with Speech Therapy PDWatch on YoutubeIn this episode of First Bite, host Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, FNAP, sits down with Emily Bromer, MS, CCC-SLP to celebrate the many roles SLPs take on throughout their careers. They reflect on what makes a supportive and successful clinical fellowship, what graduate students should look for in meaningful practicum placements, and how diverse clinical experiences and strong mentorship can shape a fulfilling career path. They also tackle the reality of imposter syndrome, and offer practical perspectives for protecting your mental health, staying grounded, and rediscovering the passion that drew you to this profession in the first place. If you're feeling stuck, stretched thin, or simply need a reminder of why you chose this field, this episode is for you.About the Guest: Emily Bromer is a SLP based in Lynchburg, Virginia, who is passionate about increasing her community's access to quality therapy services and strengthening the profession she loves. She has been practicing for six years and currently serves as the Lead SLP for Appomattox County Public Schools. In addition to her work in public education, Emily is the owner of Hill City Speech Services, PLLC.Show Notes:Contact Emily: @hillcityspeechva on InstagramEmily's Private Practice: Hill City Speech ServicesSupport Miriam's House - Solutions to Homelessness

Communication isn't owned by one profession, it's something we all share and protect together.I'm joined by Dr. Lilith Reuter-Yuill "Dr. RY" for a thoughtful conversation about what it really takes to ensure communication access for every learner. We talk about her journey from sign language interpreter to dually certified SLP and BCBA, and how that shaped her passion for collaboration and innovation.We dig into some of the biggest friction points between disciplines, especially when it comes to AAC. One of the biggest takeaways is this, there is no one right tool or pathway. We have to start with the learner, the context, and the full communication repertoire. I also loved our conversation about moving away from quick fixes and toward meaningful, individualized support that actually generalizes.We also share a preview of her upcoming course inside the ABA Speech Connection, where we'll explore sign language, AAC, and how to thoughtfully select communication modalities that truly fit each learner.#autism #speechtherapyWhat's Inside:Why communication access must be individualized and context-drivenCommon misconceptions about AAC and over-reliance on high-tech solutionsHow collaboration between SLPs and BCBAs improves real-world outcomesMentioned In This Episode:BridgifyBridgify's CommunityIdaho ABA Conference 2026Earn CEUs with a community of peers. Join the ABA Speech ConnectionABA Speech: Home

Hallie chats with Lauren Catellier about how the 3:1 model supports school-based SLPs in managing burnoutIn this episode of SLP Coffee Talk, Hallie chats with Lauren Cattelier—school-based SLP, mom of two boys, and co-instructor and owner of Therapy Advanced Courses—about a model every overwhelmed SLP needs to know: The 3:1 Model. Lauren shares her experience using this workload approach in her former district, gets real about the difference she felt when she stopped using it, and breaks down exactly how to implement it, document it, and sell it to the admins and teachers who will inevitably push back. From wording it on an IEP to using that flex week for AAC training, parent coaching, and classroom push-ins, this episode is full of practical strategies, refreshing honesty, and a much-needed reminder that advocating for a better schedule is the same thing as advocating for your students.Bullet Points to Discuss: What the 3:1 Model is and why it's a workload approach, not a day off How Lauren's district got it off the ground and what made it stick How to explain the flex week to parents, teachers, and administrators without getting pushback All the ways you can use that indirect week to actually serve your kids better Why this model makes it easier to dismiss students when they're ready How to advocate for the model even when you're new and non-tenuredHere's what we learned: The 3:1 Model is a workload approach — it accounts for everything you do beyond face-to-face therapy. Plan how you'll use the flex week for each student before it arrives, not during it. Teachers need the most convincing — come prepared with specifics about how their students will still be served. Document every flex week so you can always show exactly how each child was serviced. If it's not written into the IEP, it doesn't exist — get it in there explicitly. Pushing into classrooms gives you context you simply can't get from a pull-out model. Spring is the best time to pitch this to admin — everyone's already thinking about next year.Learn more about Lauren Catellier: Website: https://www.therapyadvancecourses.com/Instagram: https://www.instagram.com/therapyadvancecoursesCourses: https://www.therapyadvancecourses.com/courses 3:1 Model ToolkitLearn more about Hallie Sherman and SLP Elevate:  

The world of myofunctional therapy is currently seeing a surge in "preformed appliances"—ready-made mouthpieces designed to guide dental growth and improve breathing. But are they a silver bullet or a systemic shortcut?In this episode, Hallie Bulkin is joined by the legendary Autumn Henning to pull back the curtain on these tools. From hygiene concerns like mold growth to the physiological risks of "cookie-cutter" treatment, this conversation is a must-listen for any therapist or parent considering an appliance-based approach. They dive deep into why a multidisciplinary team and a holistic view of the "Integrated System" are the only ways to achieve lasting functional outcomes.Key Topics & TakeawaysThe "Cookie-Cutter" Limitation: Why a one-size-fits-all appliance can lead to compensation rather than correction.The Hygiene Factor: A frank discussion on mold growth, dyes, and sensitivities in pediatric appliances.Airway First, Always: Why comprehensive imaging and evaluation must precede any device being placed in a child's mouth.The Multidisciplinary Team: Understanding the roles of SLPs, myofunctional therapists, and airway-aware dentists in a successful "Integrated System."Financial Reality: Assessing the cost, durability, and true clinical value of these devices versus functional therapy.Key Soundbites"Kids can bite through these appliances in 24 hours. We have to look at the durability and the 'why' behind that force.""We can't treat in silos; the system is integrated. If you move the jaw without looking at the airway, you're missing the big picture.""Don't dismiss treatment based on a diagnosis alone. Early intervention and the right team can change a child's entire facial development trajectory."Timestamped Chapters00:00 – Introduction and Guest Credibility01:54 – How Preformed Appliances Work vs. Case Selection06:16 – The Hidden Issues: Mold Growth and Appliance Hygiene10:01 – The Necessity of Comprehensive Evaluation and Imaging16:34 – Building a Multidisciplinary Team for Holistic Success27:20 – Sleep Disordered Breathing and Neurodevelopmental Impacts41:26 – Autumn Henning's Program Updates: TOTS Gold & Feed the PedsWORTH A LISTEN: CONTINUE YOUR JOURNEYWhy We Can't Ignore the Airway in Pediatric Feeding TherapyEpisode 309: 5 Airway Health Tips for Children with Hallie BulkinSTAY CONNECTED & GROW YOUR PRACTICE