Podcasts about slps

Mealtimes are full of natural opportunities for communication, connection, and friendship, but we may be overlooking just how valuable those moments can be.Dr. Katherine Bateman joins me to explore Snack Talk, a simple visual communication support designed to help learners engage with peers during meals and snacks. We talk about using personalized questions and visual choices to make communication accessible across modalities, including speech, gestures, AAC, and other forms of communication.What I love about Snack Talk is how practical it is. We can build visuals around what our learners genuinely enjoy, rotate topics to keep them meaningful, and use prompting to support engagement without making implementation complicated. Katie also shares how this approach can help educators become more intentional during typically unstructured times while creating opportunities for SLPs, BCBAs, teachers, and paraprofessionals to collaborate.Ultimately, this is about more than answering social questions. It is about belonging, friendship, and giving learners meaningful ways to connect with the people around them.#autism #speechtherapyWhat's Inside:Why mealtimes are an underused opportunity for social communicationHow Snack Talk supports different communication modalitiesWays to individualize visual supports around interests, culture, and preferencesUsing Snack Talk to foster peer relationships and interdisciplinary collaborationMentioned In This Episode:Visual Supports to Increase Conversation Engagement for Preschoolers With Autism Spectrum Disorder During MealtimesSnack TalkHaring Center for Inclusive Education, University of WashingtonSay It With Me by Rose GriffinAAC Mastery for SLPs and BCBAsEarn CEUs with a community of peers. Join the ABA Speech ConnectionABA Speech: Home

Send us Fan MailABA on Tap is proud to present Jennifer Kraft (Part 2 of 2):A single line in the wrong plan can change a child's whole trajectory: “increase compliance.” We dig into what it looks like to replace that mindset with support that actually removes barriers, starting with augmentative and alternative communication and the broader world of assistive technology.We talk with Jennifer Kraft about why you are never too young or too old to start AAC, and why it is devastating when someone only gets the right device and the right team in adulthood. We walk through the practical reality of access, including the IEP process, insurance requirements, and how SLPs and physicians often become the documentation gatekeepers for prescriptions and funding. If you have ever searched “how to get an AAC device,” “assistive technology evaluation,” or “AAC through Medicaid,” you will leave with a clearer picture of what to ask for and where to look.Then we zoom out past speech devices into everyday assistive technology that changes lives: weighted bowls and spoons, pencil grips and slant boards, hearing supports, magnification tools, adapted computer mice, and the creative problem solving mindset behind it all. From there, we get real about school-based ABA consultation: building rapport with teachers, setting boundaries, observing the whole classroom system, picking targets that can actually work in a busy environment, and navigating the hard truth that sometimes school politics override good data.If you care about neuro-affirming ABA, assent and safety, and helping clients become who they are, not who someone else thinks they should be, this conversation is for you. Subscribe, share this with a colleague, and leave a review with your biggest AAC or school collaboration question.Support the show

Missouri State Auditor Scott Fitzpatrick has issued the lowest possible performance rating to St. Louis Public Schools, citing deep operational mismanagement, deficit spending, and an urgent need for new leadership. This latest failure highlights how bloated bureaucracy and lack of fiscal accountability continue to undermine core services across the city. Listen to 97.1 FM Talk live in St. Louis or stream worldwide on the free Audacy app!

Charlie Brennan debates with Wendy Wiese, Bill McClellan, Joe Holleman and Alvin Reid. The debate continues on Last Call. 

SLP advocacy can't stop with data. If Medicare reimbursement fails to cover the cost of providing speech-language pathology services, patients and families ultimately feel the impact through longer waitlists, fewer providers, reduced insurance access, and practice closures.In Part 2 of our SPEAK Project series, Jeanette Benigas, PhD/SLP, talks with pediatric occupational therapist and private practice owner Pam Marshall about mobilizing patients and families as part of a larger SLP reimbursement advocacy strategy.After Kentucky therapy providers faced Medicaid reimbursement cuts, Pam helped create a system that made it easy for families to share their individual stories with lawmakers. Her practice generated more than 420 letters in roughly two weeks.Jeanette and Pam discuss how SLPs and practice owners can turn patient experiences into meaningful advocacy, why individual stories matter to policymakers, how practices can make participation easier for families, and why protecting access to speech therapy will require more than SLPs advocating for themselves.The economic data is only one piece of the SPEAK Project. Now we need data, dollars, connections, and people willing to SPEAK.SLP advocacy can't stop with data. If Medicare reimbursement fails to cover the cost of providing speech-language pathology services, patients and families ultimately feel the impact through longer waitlists, fewer providers, reduced insurance access, and practice closures.In Part 2 of our SPEAK Project series, Jeanette Benigas, PhD/SLP, talks with pediatric occupational therapist and private practice owner Pam Marshall about mobilizing patients and families as part of a larger SLP reimbursement advocacy strategy.After Kentucky therapy providers faced Medicaid reimbursement cuts, Pam helped create a system that made it easy for families to share their individual stories with lawmakers. Her practice generated more than 420 letters in roughly two weeks.Jeanette and Pam discuss how SLPs and practice owners can turn patient experiences into meaningful advocacy, why individual stories matter to policymakers, how practices can make participation easier for families, and why protecting access to speech therapy will require more than SLPs advocating for themselves.The economic data is only one piece of the SPEAK Project. Now we need data, dollars, connections, and people willing to SPEAK.Learn more, contribute data, and support the project at SPEAKPROJECT.NET.Get caught up, wherever you stream podcasts!#110: CPT 92507 Is Being Deleted? What Every SLP Must Know About the New Speech Therapy Codes#111: CPT 92507 Q&A for SLPs: Your Questions Answered#113: CPT 92507 Option B: This Is Our Week to Advocate#115: CMS's NEW Pediatric G Code Explained: What Every SLP Needs to Know#116: What the New Speech Therapy Codes Mean for Adult SLPs#117: The End of CPT 92507: Is Your SLP Documentation Ready?#118: It's Time to SPEAK: Part 1 - Building the Data to Fight for SLP Reimbursement✨ Grateful to Chomper Champs for bringing so much positivity and fun to the pediatric SLP space. Follow the link to order the

Just ahead of Childhood Cancer Awareness Month, we're bringing you a conversation with speech-language pathologist Kristin Szymanek, director of rehabilitation at St. Jude Children's Research Hospital in Memphis, Tennessee.Through her “Pediatric Oncology SLP” account on Instagram, Szymanek often shares information on topics like pediatric feeding and palliative care.In this conversation, Szymanek talks about what interdisciplinary collaboration looks like, how SLPs can assist in navigating transitions, palliative care, working with families of pediatric cancer patients, and more.TranscriptLearn More:ASHA Voices: SLPs on Understanding What Matters at the End of LifeASHA Voices: Supporting Patients With Head and Neck Cancer in Rural KentuckyHelping Children With Cancer Communicate at End of LifeASHA Voices: Audiologists Address Ototoxicity in Cancer Care

Have you ever picked up an assessment and thought, “This still isn't giving me the information I need?”That's why I'm so excited to introduce you to the Meaningful Outcomes Treatment and Assessment Scale, or MOTAS. Dr. Anika Hoybjerg shares how she and co-creator Casey Barron developed a comprehensive assessment that keeps meaningful, individualized outcomes at the center.What immediately stood out to me is how practical and approachable the MOTAS feels. It addresses areas like communication, flexibility, social behavior, transitions, personal care, leisure, self-awareness, and perspective taking. There is also an Early Learner version that incorporates developmental milestones and AAC considerations.I especially love the LOOP interviews, which bring clients, caregivers, and other professionals directly into treatment planning. Instead of assuming what matters most, we can ask, prioritize, and continue checking whether our goals are actually meaningful. That collaboration can make such a difference in creating functional treatment plans that support independence and quality of life.#autism #speechtherapyWhat's Inside:How the MOTAS fills gaps Dr. Hoybjerg noticed in existing assessmentsUsing LOOP interviews to prioritize meaningful goals with clients and caregiversHow the MOTAS supports individualized, collaborative treatment planningWho can use the MOTAS and why it was designed to be approachable for cliniciansMentioned In This Episode:Get the MOTASABA Education CenterSay It With Me by Rose GriffinAAC Mastery for SLPs and BCBAsEarn CEUs with a community of peers. Join the ABA Speech ConnectionABA Speech: Home

The 92507 conversation has a lot of SLPs feeling worried, frustrated, and understandably on edge. But in this episode, I'm talking about something deeper than reimbursement cuts: the scarcity mindset, martyrdom, and anti-investment culture that have been sitting under the surface in our field for a long time.This is not an episode telling you to stop advocating or ignore what is happening. It's an invitation to look at how we talk about money, charging, rest, boundaries, and our own expertise. Why? Because if we keep fighting external threats while reinforcing the same old internal culture, we're going to keep recreating the same problems with different packaging. What You'll Learn:Why the 92507 chaos is revealing a deeper issue in the SLP fieldThe contradiction between wanting SLPs to be paid more and criticizing colleagues who charge for their expertiseHow scarcity thinking shows up in money, time, rest, boundaries, and business decisionsQuestions to ask yourself if you want to lead differently instead of waiting for the field to change firstIf you're feeling called out and you're ready to stop running your private practice from scarcity, resentment, or “I'll just figure it out myself” mode, book a free consult: https://cutt.ly/5tSeJKmu. We'll look at what's actually happening in your schedule, business, boundaries, and mindset so you can grow without sacrificing your time, energy, and sanity.Resources Mentioned:Fix SLP — https://fixslp.com/ 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.

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

This conversation with Bri Miluk is absolutely incredible! Bri, Jouli, Kyla, and Brittany take a close look into common feeding myths from the lens of misinformation in our field. This conversation is not just for the feeding SLPs out there, but any clinician who wants to know more about what misinformation looks and sounds like in our media. Bri Miluk, PhD, CCC-SLP, CLC is a speech language pathologist and certified lactation consultant with a clinical focus in pediatric feeding disorders, specifically infants and medically complex patients. Bri also has her PhD with a research focus on misinformation in pediatric feeding on social media. When she isn't working, she enjoys playing mahjong, reading, and spending time outside with her family and friends. Keep up with BriInstagram: @pediatricfeedingslpThe Feeding PodBri's Services and Courses: https://www.pediatricfeedingslp.com/⭐️ Help us grow by subscribing and rating our podcast on any platform (don't forget to leave a 5 ⭐️ review)❤️ ⁠Support our podcast⁠

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

What does it take to prepare pediatric SLPs in serving diverse communities?Guest: Paula V. Pineda, SLPD, CCC-SLP, BCS-CLEarn 0.10 ASHA CEUs for this episode with Speech Therapy PDWatch on YouTubeIn this episode of the First Bite podcast, host Michelle Dawson, MS, CCC-SLP, CLC, is joined by Paula V. Pineda, SLPD, CCC-SLP, BCS-CL, bilingual speech-language pathologist, Chief Clinical Supervisor at Teachers College, Columbia University, and President of the ASHA Hispanic Caucus, for a thoughtful conversation about preparing pediatric SLPs to serve culturally and linguistically diverse communities.About the Guest: Paula V. Pineda, SLPD, CCC-SLP, BCS-CL, is a bilingual (English/Spanish) Speech-Language Pathologist with over 14 years of experience. Originally from Colombia, Paula has lived in New York City since 2001. She earned her Master's degree from Adelphi University in 2011 and completed her clinical doctorate at Northwestern University in 2023.Show Notes:Contact Paula: www.tc.columbia.eduFamily Guided Routines Based Intervention: fgrbi.comSign up for ASHFoundation's 7th Annual Virtual Walk/RunJoin the team "First Bite Fun Runners"Love Money:Support the Hispanic Caucus: www.hispaniccaucusasha.orgSupport your local immigration association: www.findhelp.org

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

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

What role do SLPs play with literacy development?Guest: Heather L. Ramsdell, PhD, CCC-SLP, CALT, QITEarn 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 Heather L. Ramsdell, PhD, CCC-SLP, CALT, QIT, for a passionate, research-backed discussion that positions speech-language pathologists as central to literacy development. Heather reframes dyslexia and reading challenges as reflections of underlying language and developmental profiles, explains how early oral language skills lay the foundation for reading, and discusses key early indicators of risk and the diverse developmental pathways that contribute to reading difficulties.About the Guest: Heather L. Ramsdell, PhD CCC-SLP, CALT, QI in Training, University of Memphis, 2009, is an Associate Professor in the Department of Communication Sciences and Disorders at Idaho State University, owner/clinician at Once Upon a Time LLC, and mother of two children with dyslexia. Her teaching, research, and clinical areas of expertise/interest include infant vocal development, phonetics, phonology, multisensory structured language intervention, spelling, structured word inquiry, literacy, and dyslexia.Show Notes:Read with Ramsdell: www.readwithramsdell.comContact Heather: www.isu.edu/slp/about/facultyPublications: https://pubs.asha.org/authored-by/Ramsdell/Heather+LSign up for the ASHFoundation 7th Annual Virtual Walk/RunJoin the First Bite Team: "First Bite Fun Runners"

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

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

Feeling unsure about AAC? You're not alone. In this episode, Hallie sits down with Cassidy, a speech therapist and owner of Around the Spectrum Therapy in Pennsylvania, to talk through what makes AAC feel so overwhelming and how to move past the "getting it right" mentality. Cassidy shares her journey from knowing next to nothing about AAC to building a robust vocabulary approach with clients from as young as 17 months, plus practical ways to coach parents and teachers who feel stuck.Bullet Points to Discuss: Why AAC feels overwhelming for so many SLPs, from tech overload to inconsistent caseload exposure The mindset shift from "perfect system" to just diving in and learning alongside the child Robust vocabulary vs. simple grids, and reframing AAC as language input, not just output How to structure sessions around a child's actual interests, including working with action words and motor-driven kids Coaching parents and professionals to focus on small, sustainable wins instead of all-or-nothing use Here's what we learned: AAC should be treated as another tool in the therapy toolbox, not a separate, high-pressure system Starting with robust vocabulary access early, even with very young or emerging communicators, can pay off long-term Small, specific wins (one word, one moment) build more momentum than pushing for constant device use Finding genuine joy and connection with the child matters more than following a rigid AAC plan Meeting parents and teachers where they are is just as important as meeting the student where they areLearn more about Cassidy Kutchma: Instagram: https://www.instagram.com/speechwithcassidy/ Website: https://www.speechwithcassidy.com/ Instagram: https://www.instagram.com/aroundthespectrumtherapy Website: https://www.aroundthespectrumtherapy.com/ Facebook: https://www.facebook.com/aroundthespectrumtherapy Learn more about Hallie Sherman and SLP Elevate:  

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

In this “putting it into practice” episode, the SLPs dive into the topics they discussed with RJ in Episode 69 (which you should go back and listen to first), such as implementing literacy supports (e.g., our beloved UFLI curriculum) and considerations for multilingual learners.........................................⭐️ Help us grow by subscribing and rating our podcast on any platform (don't forget to leave a 5 ⭐️ review)❤️ ⁠⁠⁠⁠⁠⁠⁠Support our podcast⁠⁠⁠⁠⁠⁠⁠

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

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

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

Show Notes: slpnow.com/263If you have ever found yourself scrambling for the right therapy materials right before a session, you are not alone. In this episode, I share why the real issue usually is not a lack of materials. It is a lack of a system.We walk through the four parts of a simple workflow: planning, materials, data, and follow through. I also share a story from my own career, plus examples of SLPs who saved time, lowered stress, and felt more confident after building a repeatable process.Resources mentioned:Session Structure course inside SLP NowThematic Units course inside SLP NowData Collection course inside SLP NowReady for more support? slpnow.com/pod

If you work with children who use high-tech AAC, this episode is a can't-miss. Learn a simple, research-backed framework for turning any storybook into a rich language-learning opportunity for kids using speech-generating devices. Before diving into strategy, we tackle the mindset shift so many clinicians need around high-tech AAC: you don't need a training course or a cheat sheet to get started. Think of the device like a hotel remote control. The fastest way to learn where everything is: just start pushing buttons. From there, we break down the MODEL method, a five-step framework for using AAC during storybook reading: M – Model: Provide a completion prompt to get the child to the right "channel" on their device. O – Opportunity: Step back and give the child space to independently find the symbol. D – Demonstrate: If needed, offer a prompt (like pointing) to help the child locate the target. E – Expand: Add a "plus one," a new word or concept that builds on what the child found. L – Like: Model a comment or opinion, inviting social language beyond simple requesting. We also cover... • How to use backward chaining so children build independence over time • Why fluency with a child's AAC device matters just as much as fluency in any shared language • How to layer in multimodal supports, including sentence strips, printed words, and 3D objects, to reinforce vocabulary • A real walkthrough using the book Dear Zoo by Rod Campbell Take Action: A free AAC Implementation Toolkit is waiting for you! If you're a parent or professional who has worked with a child using a high-tech AAC device or tablet-based AAC app in the past year, your experience matters. The survey takes 15–20 minutes, and your answers will directly shape resources used by SLPs, educators, and families.

As children with congenital heart disease (CHD) begin living longer lives, today's guests say there is a growing need for speech-language pathologists and interdisciplinary collaborators to work with these patients.SLP Nashifa Momin and pediatric nurse practitioner Nicole Coolidge join the podcast to discuss their work delivering services to young patients with complex CHD-related needs at Children's Healthcare of Atlanta. They share what CHD means for these patients' lives, and how it connects to development and feeding.Also, we hear from a caregiver who describes life as the mother of a son with CHD.TranscriptLearn More:ASHA Voices: Overcoming Barriers on Families' Journey From NICU to HomeImproving Self-Efficacy of Speech-Language Pathologists Who Provide Feeding Interventions for Infants With Congenital Heart Disease Through Targeted EducationASHA Voices: How A Spinal Muscular Atrophy Breakthrough Created a Greater Need for SLPs

Many school teams AREN'T actually working on executive functioning when they think they are.As a result, they're being more flexible and accommodating than ever, giving students a chance to process after behavioral escalations…Yet they're seeing students continue to be dysregulated. In some cases, it's getting worse. The same thing goes for helping kids stay organized and manage work. Kids refuse to use organizers and lists, forget to use them when it's relevant, or require a ton of adult prompting when they actually ARE using them.In my free training, I share why these things happen. This free training, which I've recently updated, is called “How to Be Evidence-Based and Neurodiversity-Affirming With Executive Functioning Support”.In the training, I cover three common mistakes school teams make when implementing “executive functioning interventions”. In episode 264 of De Facto Leaders, I share two of those three mistakes. When you listen to this episode, you'll discover:✅ Why students sometimes seem MORE dysregulated when asked to talk about melt downs or why they made a poor choice.✅ The relationship between executive dysfunction, anxiety, and time perception.✅ Why students aren't more organized, even though you've giving them organizing tools like lists and plannersPlus, I share two case studies, including:✅ The student who was melting down during passing period, and why giving him more time to process his feelings was the last thing he needed (and how we supported him)✅ The student who could make himself throw up whenever we asked him to do a non-preferred task who became MORE distrustful of adults the more flexible we were.In this episode, I mentioned my free training where I share three mistakes professionals make when supporting executive functioning (that result in prompt-dependence and dysregulation). In this training, I cover the following:✅ Already working on executive functioning, and not seeing results? It could be because you're NOT truly working on executive functioning, even though you think you are. Learn how to make the subtle shifts that make all the difference.✅ Are severe behaviors preventing ANY true skill development? Learn the common mistakes school teams make (related to executive functioning) that create prompt-dependence and dysregulation, and what to do instead.✅ Are students struggling with peers, even though you're working on social skills? I'll share why "social skills groups" rarely result in good skill-transfer, and how to shift your service-deliver model to help students self-advocate and form relationships.✅ Not sure your team will buy-in to supporting executive functioning in classrooms? Learn the 3-part framework I teach SLPs, social workers, psychologists, counselors, and other interventionists that helps them implement building-wide executive functioning intervention, even with a huge caseload.You can sign up for this training here: https://drkarendudekbrannan.com/efleadershipIn this episode, I mentioned School of Clinical Leadership, my program that helps related service providers design scalable executive functioning interventions to ensure students get the scaffolding they need across the school day. You can learn more about the program here: https://drkarendudekbrannan.com/clinicalleadership

What is the ASLP Interstate Compact and what does it mean for SLPs?Guest: Susan Adams, Esq., CAE, Director of State Legislative & Regulatory Affairs at ASHAEarn 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, welcomes Susan Adams, Esq., CAE, for a timely discussion about the Audiology & Speech-Language Pathology Interstate Compact (ASLP-IC) and what it means for speech-language pathologists. Together, they break down how the ASLP Compact works, who is eligible to participate, what privileges it provides, and where implementation currently stands across the United States. If you've been wondering how the compact could affect your clinical practice, this episode will help you understand the opportunities, limitations, and what to watch for next.About the Guest: Susan Adams is the Director for State Legislative and Regulatory Affairs at ASHA. She is responsible for advancing the public policy objectives of ASHA by serving as team lead and policy expert on state legislation and regulations affecting audiologists and speech-language pathologists, related to state licensure including the Audiology & Speech-Language Pathology Interstate Compact, and diversity, equity and inclusion issues that affect the ability to practice.Show Notes:Contact Susan on LinkedInASLP-IC WebsiteLove Money: Support ACLU

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

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

In this episode of SLP Coffee Talk, Hallie chats with Alyssa Antcliff—SLP and founder of IndiAide—about what's actually happening with your clients between sessions, and how technology can finally give you the full picture. Alyssa shares how her frustration with paper handouts and vague "it went fine" updates led her to build a between-session therapy management platform, and why remote therapeutic monitoring might be the reimbursement pathway you didn't know existed. If you've ever wished you had more data to work with before your clients walked back through the door, this one's for you.Bullet Points to Discuss: Why paper-based home materials keep falling through the cracks How a pre-COVID teletherapy client reshaped Alyssa's thinking on carryover What remote therapeutic monitoring (RTM) isWhich clients benefit most from between-session supportHow IndiAide works, from clinician dashboard to family-facing tools Who qualifies for RTM reimbursement—and how to pitch it to your supervisorHere's what we learned: The gap between sessions is where progress gets lost—or made. Paper handouts don't fail because families don't care—they fail because there's no follow-through built in.RTM is a reimbursement pathway that's actually growing—and SLPs are largely missing out on it. IndiAide lets families mark activities complete, rate difficulty, and send photos or videos—so you're not flying blind at the next session.More data between sessions means better decisions when they're back in the room. Learn more about Alyssa Antcliff: Website: https://www.indiaide.com/home Website: https://www.indiaide.com/blog/rtm-for-slps-webinar Instagram: https://www.instagram.com/indiaide_rtm/ Facebook: https://www.facebook.com/p/IndiAide-61582771767836/ LinkedIn: https://www.linkedin.com/in/alyssa-antcliff/ RTM Guide: https://info.indiaide.com/rtm-guide Learn more about Hallie Sherman and SLP Elevate:  

What if you could build a private practice that fits your life and not the other way around? Today's guest is using her private practice to see medically complex clients of all ages on her own terms. And her story might just be the push you've been waiting for.I'm excited to introduce you to Carly Kloack, a speech-language pathologist and the owner and founder of Climbing Mountains Therapies in Denver, Colorado.Carly has specialized interests and experience in medically complex therapeutic services for feeding, swallowing, neurodevelopment, speech, language, and cognitive-communication. She has worked with a comprehensive age range including infants, pediatrics, adolescents, adults, and geriatrics.After years of moving across the country every few months as a travel therapist during the pandemic, Carly knew she wanted two things: variety and flexibility. She loved working with both adults and pediatrics, from acute care to infant feeding. But she didn't love the lack of control over her own schedule.So she started her private practice — on the side, with word-of-mouth referrals, and a whole lot of courage.In this episode, Carly discusses how she started her practice without quitting her day job, why she's doubling down on a niche, and why her biggest piece of advice is simply: just do it.Outside of patient care, Carly loves the variety that comes with her schedule and is grateful to her patient's mom, a website designer who helped build her practice's website. In her free time, she enjoys being back in Colorado, close to family and the mountains she grew up loving.In Today's Episode, We Discuss:How travel therapy prepared her to think creatively about her careerThe power of saying “yes” when referrals come from unexpected placesWhy she chose to build a part-time practice that works with her hospital job, not instead of itHow she's building a referral network in Denver where SLPs send each other the clients they're not the best fit forCarly is truly proof that you don't have to quit your job, go all in overnight, or have a decade of business experience to start. She took it step by step, kept the variety she loved, and built a practice that actually fits her life and not the other way around.Her story does not have to be the exception. You, too, can achieve the career of your dreams if you simply start taking steps to get there.Want to build your private practice to the point where YOU control your schedule just like Carly has? Learn more about our Start Your Private Practice Program, where Carly got the legal and logistical guidance she needed to set up her practice the right way. To learn more, please visit 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 Carly onInstagram: instagram.com/climbingmountainstherapiesllc/Facebook: Climbing Mountains Therapies LLCCheck out her website: climbingmountainstherapies.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/

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

Speech-language pathologist Lesley Sylvan (Montclair State University) joins the podcast for a conversation on multi-tiered systems of support, or MTSS. It's a subject she's passionate about; she has centered her career and research on the educational framework. Sylvan shares how MTSS includes a focus on prevention, proactive instruction, and increasingly targeted support for those students who need it most.The second edition of Sylvan's book, “Multi-Tiered Systems of Support: Implementation Tools for Speech-Language Pathologists in Education,” was published in June 2026. In a conversation focusing on accessibility and technology, Sylvan shares what she's learned from talking to SLPs about the three-tiered framework and what she added to her book to reflect recent changes in perspectives and uses of MTSS.Learn More:Replacing Scarcity With Universal Access in SchoolsA Balancing Act: How School-Based Speech-Language Pathologists Navigate Their Efforts Related to Individual Education Plans and Multi-Tiered Systems of SupportMulti-Tiered System of Supports (MTSS) and Response to Intervention (RTI)Teletherapy and Multi-Tiered System of Support: Synergies and Challenges for School-Based Speech-Language PathologistsTranscript

How do mental health challenges such as anxiety and depression influence language and communication?Guest: Kary Mirasola, MS, 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 Kary Mirasola, MS, CCC-SLP, for a thoughtful discussion about the connection between adolescent language development and mental health. As mental health concerns continue to affect students across school and clinical settings, this conversation considers the role speech-language pathologists can play as part of an interprofessional team. Michelle and Kary also discuss how emotional well-being may affect assessment findings, goal development, and intervention planning, and offer strategies to help SLPs better understand and support the whole student.About the Guest: Kary Mirasola, MS, CCC-SLP, is a speech-language pathologist with more than 20 years of experience working in a pediatric hospital setting. Throughout her career, she has specialized in working with adolescents and has had the opportunity to work closely on interdisciplinary teams alongside psychologists, occupational and physical therapists, pediatricians, and advanced practice nurses, supporting school-age children and adolescents with complex communication, learning, and mental health needs.Show Notes:Contact Kary on her website: Woven Language + LearningLove Money: National Alliance on Mental IllnessMentioned in this episode:Register for the Back-2-School Conference

In this episode, Jayson Davies sits down with Kelli Fetter, founder of Handwriting Solutions, to explore the world of dysgraphia — from the challenges of diagnosis and assessment to evidence-based, school-based intervention strategies. Kelli shares her personal journey as both an OT and parent of a child with dysgraphia, and explains why she believes school-based OTs are the most well-positioned experts to lead the charge on handwriting support.Kelli and Jayson dig into practical topics including how to assess handwriting across different cognitive load levels, the difference between top-down and bottom-up intervention approaches, and how MTSS frameworks can be used to build tiered handwriting programs in schools. They also discuss the emerging "science of writing" movement and why now is a critical moment for OTs to step into a leadership role in this space.Whether you're new to school-based practice or looking to sharpen your handwriting intervention skills, this episode is packed with actionable strategies you can bring directly to your students. Listen now to learn how to confidently support students with dysgraphia and written expression challenges — and why it's never too late to make a difference.Listen now to learn the following objectives:Explain the OT's role in supporting students with dysgraphia within a tiered MTSS framework, including how to collaborate with teachers, SLPs, and special educators to address written expression as a shared team goal.Apply assessment strategies across varying cognitive load levels — from tracing and near-point copying to dictation and self-generated writing — to identify automaticity gaps and guide intervention planning.Design intensive, frequency-based handwriting intervention models (such as handwriting clubs or camp programs) that leverage motor learning principles to produce faster, more meaningful outcomes than traditional once-weekly sessions.Click here to register & get the best deal on the 2026 Back to School Conference!  Thanks for tuning in! Thanks for tuning into the OT Schoolhouse Podcast brought to you by the OT Schoolhouse Collaborative Community for school-based OTPs. In OTS Collab, we use community-powered professional development to learn together and implement strategies together. Don't forget to subscribe to the show and check out the show notes for every episode at OTSchoolhouse.comSee you in the next episode! 

What if you could build a private practice that actually fights burnout instead of causing it? Today's guests are doing just that, and they're serving adults in the process.I'm thrilled to introduce you to Jane Hohman and Josie Friedman, two speech-language pathologists and co-owners of Comprehensive Communication Partners, PLLC, based in the Chicagoland area.Switching from hospital systems to private practice was the key that unlocked not just better care for their patients, but also better lives for themselves. Jane and Josie now see clients in their homes, in a shared clinic space, and via teletherapy — all while staying energized, engaged, and excited about their work.In this episode, Jane and Josie discuss how they transitioned from burnout to balance, built a partnership that actually works, and created an adult-focused practice that serves clients with neurologic conditions long after the hospital would have discharged them.Josie Friedman earned her Bachelor's degree from Indiana University and her Master's degree from Rush University. She has experience across outpatient, inpatient, and day rehabilitation settings, with special clinical interests in swallowing disorders, aphasia, and cognitive-communication impairments. Josie especially enjoys leading group therapy sessions and support groups for individuals with aphasia, cognitive-communication disorders, and social-communication challenges. Outside of work, she loves exploring Chicago's restaurant scene, traveling, and spending time with family and friends.Jane Hohman earned her Bachelor's degree from the University of Wisconsin-Madison and her Master's degree from Northwestern University. Her experience spans skilled nursing, outpatient, inpatient, and day rehabilitation. Jane has a strong clinical interest in evidence-based interventions for aphasia and cognitive-communication disorders, with particular enthusiasm for supporting higher-level executive functioning skills to help clients return to work or school successfully. In her free time, she enjoys experimenting with new recipes and spending time with family and friends.Together, they are passionate about working with the adult neurogenic population and providing functional, personalized therapy that meets clients where they actually live — whether that means working on cognition in someone's kitchen, running a Parkinson's group in their subleased clinic space, or leading an aphasia support group.In Today's Episode, We Discuss:How to know when it's time to leave a “dream job” that's burning you outThe power of a partnership—and how to divide and conquer based on your strengthsWhy saying “yes” to everything in the beginning (networking, patients, opportunities) pays off big laterJane and Josie are truly living proof that private practice doesn't have to mean pediatrics, and it doesn't have to mean going it alone. Their story does not have to be the exception. If two full-time clinicians can start a business over dinner, work nights and weekends while staying employed, and slowly build a practice that gives them freedom and fulfillment, so can you.Want to build a private practice that lets you serve adults on your own terms just like Jane and Josie did? Learn more about our Start Your Private Practice Program. To learn more, please visit 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 Jane and Josie onInstagram: instagram.com/compcommpartners/Facebook: facebook.com/compcommpartnersLinkedIn: linkedin.com/company/comprehensive-communication-partners-pllc/Check out their website: compcommpartners.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/

Matt Phillips is a person who stutters, speech therapist at the Sisskin Stuttering Center, and PhD student at Michigan State University. His personal experiences as a person who stutters have influenced his clinical practice and research interests, which are centered around improving the lives of people who stutter through stutter-affirming practices. As a speech therapist at the Sisskin Stuttering Center, he provides telehealth speech therapy to children, teenagers, and adults who stutter using an Avoidance Reduction Therapy for Stuttering (ARTS®) framework to help his clients reduce the struggle associated with stuttering, communicate more easily and spontaneously, and participate more fully in life. At Michigan State University, Matt works with Dr. Bridget Walsh in the Developmental Speech Lab, where he researches two major questions: (1) why do some children who stutter stop during childhood, whereas others continue into adulthood, and (2) why are some children more negatively affected by their communication difference than others, and how can SLPs help reduce the adverse life impact of stuttering.Matt's website: https://www.mattcphillips.com/Listening to Voices That Matter: The Speech Therapy Experiences of People Who Stutter: https://doi.org/10.1044/2025_JSLHR-24-00792........................................⭐️ Help us grow by subscribing and rating our podcast on any platform (don't forget to leave a 5 ⭐️ review)❤️ ⁠⁠⁠⁠⁠Support our podcast⁠⁠⁠⁠⁠

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Local accountability takes center stage on the St. Louis Morning Brief. Marc and Kim break down Webster Groves' lawsuit against a bankrupt fireworks vendor that canceled just days before the Fourth of July, leaving dozens of Missouri and Arkansas cities scrambling. They also spotlight a Post-Dispatch report exposing the growing split in the local Democrat Party, as Wesley Bell's union endorsement collides with Cori Bush's backing from the Democratic Socialists of America in the CD1 primary. Sobering numbers come out of St. Louis Public Schools, where enrollment has collapsed from 43,000 to under 17,000 students, forcing potential closures of up to 22 schools — a direct result, Marc argues, of years of failed leadership. The segment also covers a watchdog group's push to investigate the St. Louis County Health Department director, and closes with the somber discovery of a child's body near Belleville tied to a parental kidnapping case. The Marc Cox Morning Show keeps its finger on the pulse of the region. Hashtags: #MarcCoxMorningShow #STLMorningBrief #WebsterGroves #SLPS #CoriBush #WesleyBell #DemocraticSocialists #STLCounty #MissouriNews #LocalAccountability #STLNews #FaithFamilyFreedom #STLRadio

In this episode of the Legal Nurse Podcast, we delve into the specialized world of speech and language pathology with expert witness Elizabeth McKinney, who brings 17 years of experience in geriatric care and a wealth of advanced certifications in her field. Elizabeth McKinney sheds light on the extensive educational requirements and ongoing certifications necessary for speech-language pathologists, highlighting their critical role not just in communication but also in swallowing safety, cognitive assessments, and patient advocacy across all care settings. Listeners will gain an insider's perspective on how speech-language pathologists contribute to both pediatric and adult care, often working behind the scenes with vulnerable populations in skilled nursing facilities, hospitals, schools, and even home health. The episode also tackles the legal and ethical responsibilities of these professionals, especially in complex cases involving aspiration pneumonia, diet management, and multidisciplinary collaboration. Through compelling case examples including wrongful death due to preventable choking, Elizabeth McKinney illustrates the real-world stakes of clinical decisions and the vital interplay between nurses, dietitians, and speech pathologists. With her unique view as an expert witness, Elizabeth McKinney discusses both the high standards set by the profession's code of ethics and the impact of proper documentation, team education, and timely intervention on patient outcomes and litigation. Whether you're a healthcare provider, legal professional, or simply curious about the hidden dimensions of post-acute care, this episode will deepen your understanding of how speech and language pathology can shape and safeguard patient lives. What You'll Learn in This Episode on The Overlooked Impact of SLPs in Elder Care and Litigation Here are 5 discussion questions answered in the podcast: What are the implications when recommended swallowing safety precautions are not followed in skilled nursing facilities? How can impulsive or improper diet recommendations by speech-language pathologists contribute to adverse patient outcomes and potential litigation? What mechanisms exist for nurses, dietitians, and speech-language pathologists to communicate and collaborate regarding dietary changes and patient safety? How does the ASHA Code of Ethics guide the practice and decision-making of speech-language pathologists, especially when unethical practices are observed? In what circumstances are speech-language pathologists likely to be named as defendants in malpractice litigation, and how common is this compared to other healthcare providers? Get the free transcripts and also learn about other ways to subscribe. Go to Legal Nurse Podcasts subscribe options by using this short link: http://LNC.tips/subscribepodcast. https://youtu.be/tEBuol12ahY Your Presenter for The Overlooked Impact of SLPs in Elder Care and Litigation Pat Iyer Pat Iyer is a seasoned legal nurse consultant and business coach, renowned for her expertise in guiding new legal nurse consultants to successfully break into the field. As the host of the Legal Nurse Podcast, Pat addresses critical challenges that legal nurse consultants face, such as difficulty in landing clients and a lack of response from attorneys. Through her insightful episodes, she emphasizes the importance of effectively communicating one's value to potential clients. With a wealth of experience, Pat has empowered countless consultants to overcome these hurdles and thrive in their careers. Connect with Pat Iyer by email at patiyer@legalnusebusiness.com Elizabeth McKinney Speech-Language Pathologist, Expert Witness, Advocate Elizabeth has been practicing as a speech-language pathologist for 17 years. She graduated from the University of Florida with her bachelor's degree in communication sciences and disorders with a minor in gerontology and her master's degree in speech-language pathology. She has devoted her career to the care of geriatrics in skilled nursing facilities across Florida. Elizabeth has been an expert witness since 2023 and has served on nearly 20 cases nationwide. When she is not on this podcast, she is enjoying the Florida lifestyle with her husband and two kids. She enjoys reading, volunteering, and running in her spare time. Connect with Elizabeth McKinney by email at emckinneyslp@gmail.com

Gain practical strategies to gather meaningful information during bilingual evaluations.Guest: Damaris Sánchez Rivera, 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 Damaris Sánchez Rivera, MS, CCC-SLP, host of the Spanish-language podcast SLPs en Acción, for a thoughtful conversation about ethical, strengths-based evaluation and treatment approaches for bilingual children. Together, they explore how clinicians can approach bilingual assessments with confidence, cultural responsiveness, and joy while supporting children and families across a variety of settings.About the Guest: Damaris Sanchez Rivera's, MS, CCC-SLP, clinical experience includes working in private practices, charter schools, and home settings. Damaris is currently the Outreach Program Director at a non-profit organization where she coordinates hearing, vision, and speech and language screenings for preschools and Head Start centers for more than 1,000 children every year.Contact Damaris:IG: @speechloveandplaymusicLinkedInListen to SLPs en Acción:Apple PodcastsSpotifyYoutubeShow Notes:Bilinguistics: The Ultimate Speech Language Parent Questionnaire LibraryRelated Course: “Understanding Medical Interpretation”Find Resources: FindHelp.orgThe Children's Trust MiamiDolly Parton Imagination LibraryDolly Parton Imagination Library Bilingual InstructionsDysphagia Outreach ProjectHablamigo: Bilingual resource for K-5 studentsLove Money: The United WayMentioned in this episode:Register for the Back-2-School Conference

Show Notes: slpnow.com/259A caseload number can look tidy on paper, but it never tells the whole story. In this episode, I break down why caseload does not equal workload, what the 2024 ASHA survey tells us, and why so many school based SLPs feel stretched thin even when the numbers look manageable.I also walk through a simple way to make invisible work visible, so you can use data and clear language to advocate for support without making it personal. If you are feeling behind, this is your reminder that the system may be the problem, not you.Resources:- 2024 ASHA schools survey- SLP Now Academy- slpnow.com/pod

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

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

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If you think executive function challenges only affect your ADHD and autism clients, this episode will change how you see your entire caseload. In this episode, we break down the latest 2025 research, revealing that executive function difficulties are far more widespread than previously recognized, including in populations SLPs have historically underestimated. You'll learn: Adele Diamond's 3-part framework for understanding executive function (attention and inhibitory control, verbal working memory, and cognitive flexibility) Why do children with developmental language disorder almost universally show verbal working memory deficits across all ages and native languages The surprising finding that even children with mild articulation errors, like distorted R's and S's, show statistically significant executive function risk New 2025 data linking stuttering to verbal and visual working memory difficulties How Universal Design for Learning (UDL) principles can help you build one powerful, inclusive activity that targets executive function across your whole caseload The bottom line: We need to stop treating a mouth and start treating the whole child. Next week: Part 2 covers what the research says actually works to improve executive function and how to bring it into your sessions starting Monday. References: Afshar, M., Zarifian, T., Khorrami Banaraki, A., & Noroozi, M. (2022). Executive functions in Persian-speaking preschool children with speech sound disorders and comparison with their typically developing peers. Applied Neuropsychology: Child, 11(4), 702–712. https://doi.org/10.1080/21622965.2021.1937169 Kakuta, K., et al. (2025). Executive function in preschool children who stutter: A behavioral assessment study. Scientific Reports, 15(1), Article 16159. https://doi.org/10.1038/s41598-025-00981-9 Lee, D., Boulton, K. A., Sun, C., Phillips, N. L., Munro, M., Kumfor, F., Demetriou, E. A., & Guastella, A. J. (2024). Attention and executive delays in early childhood: A meta-analysis of neurodevelopmental conditions. Molecular Psychiatry. Advance online publication. Niu, T., Wang, S., Ma, J., Zeng, X., & Xue, R. (2024). Executive functions in children with developmental language disorder: A systematic review and meta-analysis. Frontiers in Neuroscience, 18, Article 1390987. https://doi.org/10.3389/fnins.2024.1390987 Keywords: executive function, speech language pathology, developmental language disorder, speech sound disorders, apraxia of speech, stuttering, verbal working memory, UDL, SLP caseload, 2025 research

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