Podcasts about speech language pathology

Full conversation with Melissa Davis, MS, CCC-SLP and Jenna Nassar, MS, CCC-SLP, BCS-S, for "Intraprofessional Practice: Strategies for Effective Collaboration Between SLPs" an episode of the First Bite podcast.Hosted by: Michelle Dawson MS, CCC-SLP, CLC, BCS-SEarn 0.1 ASHA CEU for this episode with Speech Therapy PD: https://www.speechtherapypd.com/courses/intraprofessional-practice-strategiesIn this episode of First Bite, we're exploring what effective intraprofessional practice really looks like for SLPs in pediatrics. When colleagues collaborate well, everyone benefits—especially the little ones we serve.Join Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, as she interviews Melissa Davis, MS, CCC-SLP, owner of Speech Therapy for Kids and co-owner of Kids Therapy Spot in Starkville and Columbus, MS, and Jenna Nassar, MS, CCC-SLP, BCS-S, clinician and instructor in the Department of Otolaryngology–Head and Neck Surgery at the University of Mississippi Medical Center. Together, they share how they make intraprofessional collaboration work for optimal continuity of care.Tune in to learn what a typical day looks like for a pediatric medical SLP in different settings, discover strategies to strengthen your clinical skills across those settings, and gain practical ideas for communicating effectively—even across hundreds of miles—so that the little ones on both your caseloads thrive.About the Guest(s): Melissa Davis, MS CCC-SLP, is the owner of Speech Therapy for Kids and co-owner of Kids Therapy Spot located in Starkville and Columbus, MS. Melissa received her bachelor's degree in Speech-Language Pathology from Middle Tennessee State University in May of 2000 and her master's degree in Speech-Language Pathology from Mississippi University for Women in May of 2002. Melissa worked for two rehabilitation companies from 2002 to 2009, providing speech therapy services in homes and daycare centers for children in the early intervention program. In January 2010, Melissa went into private practice. She now has two outpatient clinics in Starkville and Columbus, MS, in addition to contracting speech therapy services at three Prescribed Pediatric Extended Care Facilities and the private schools in Starkville, MS. In addition to owning a private practice, Melissa continues to be a treating SLP primarily focusing on treating children with pediatric feeding disorders at her two outpatient clinics, in addition to the PPEC in Starkville, MS. She also consults on patients with PFD at the PPECs located in Meridian and Columbus, MS. Melissa is an active volunteer with Feeding Matters and was on the 2023 and 2024 ASHA PFD topic committee. She consistently speaks to undergraduate and graduate students at various universities about PFD and has also had numerous speaking engagements, presenting information on opening and operating a private practice.Jenna Nassar, MS CCC-SLP, BCS-S, is a pediatric speech pathologist and an instructor in the Department of Otolaryngology-Head and Neck Cancer at the University of Mississippi Medical Center. In addition to these roles, she also serves as the pediatric outpatient team leader, clinical Internship coordinator for the Department of Speech Pathology, and as a member of the cleft and craniofacial team. She specializes in pediatric swallowing and feeding disorders and serves patients both inpatient and outpatient at Batson Children's Hospital. She holds Board Certification in swallow and swallowing disorders through the ABSSD. She is trained in a variety of treatment approaches for feeding and swallowing disorders. She is a member of the American Speech-Language-Hearing Association, the Mississippi Speech-Language-Hearing Association, SIG 13, and Feeding Matters. She was awarded the 2023 Clinical Achievement Award from the Mississippi Speech-Language-Hearing Association and the Association's Honors in 2025. In 20024, she served on the Pediatric Feeding...

Dr. Jeanette Benigas, SLP, sits down with Oregon SLP Kara Hayden, MS/SLP, to unpack how clinicians organized, lobbied, and helped pass a state law requiring hourly pay, ending pay-per-visit in home health and hospice. They cover timelines, productivity pressure, joining an existing nurses' union, building a small core team, securing a sponsor, writing testimony, and answering the big question: “Won't agencies just pay less?” If you're ready to push for change in your state, pay models, Medicaid rules, or workplace policies, this episode gives you the blueprint and the courage to start.Brought to you by Verse Therapy, the business-in-a-box solution for SLPs who want to start, run, and grow private practice with confidence. Verse Therapy makes private practice a realistic option by providing an AI-integrated EHR, marketing support, cohort trainings, and a team that helps you build your brand and run your practice like a pro. Learn more at versetherapy.com.Stop paying to track ASHA-approved CEUs. Save your money and set up for a FREE CEU/PDH tracker with Speech Therapy PD. While you are there, get $10 off a professional subscription with the code FixSLP10!

Speech-Language Pathology and MS: Support for Thinking, Communication, and Daily Life - Episode 192 Think speech therapy is just for slurred speech or swallowing? Think again. In this episode, host Stephanie Buxhoeveden chats with Speech Language Pathologist Lauren Schwabish about how speech-language pathologists support people with MS in managing thinking, memory, planning, and communication. They explore real-life strategies like the “Four P's,” talk workplace tips, and explain why proactive care matters. Disclaimer: This podcast provides general educational information. Can Do MS does not endorse, promote, or recommend any product or service associated with the content of this program

How do we help students step out of silos and see themselves as part of a collaborative team? In this episode, Dr. Joann Denemark, program director for Speech-Language Pathology, and Dr. Megan Mobley, assistant professor of Physical Therapy, share how interprofessional education (IPE) is reshaping the student experience at Augusta University. You'll hear how IPE builds confidence, strengthens professional identity, and prepares students for patient-centered care.  They also discuss a large-scale escape room simulation that gave over 160 graduate students the chance to practice teamwork, communication, and problem-solving across disciplines. Whether you teach in the health sciences or another field, you'll come away with ideas for creating meaningful collaboration in your own courses. Get free access to more of our content, visit our show page for full episodes and additional resources. 

Want to share your feedback? Send us a message!Dr. Hatun Zengin-Bolatkale, Assistant Professor in the School of Speech, Language, and Hearing Sciences at San Diego State University, joins host Sara MacIntyre, M.A., CCC-SLP, to discuss findings from a two-part research project examining emotional processing and control in children who stutter. Dr. Zengin-Bolatkale begins by sharing her background and what led her into the field of stuttering research. She then guides listeners through her work investigating the interplay between emotions and stuttering, drawing on multiple methods to better understand this complex relationship. The conversation highlights two key studies (referenced below), covering relevant background, study design, surprising and noteworthy findings, and the implications of the results. Dr. Zengin-Bolatkale closes by sharing exciting future areas of research and projects she has underway. Papers discussed:Zengin-Bolatkale, H., Key, A. P., & Jones, R. M. (2025). Cortical emotional reactivity, caregiver-reported emotional control, and stuttering frequency in young children. Journal of Fluency Disorders, 85, Article 106139. https://doi.org/10.1016/j.jfludis.2025.106139Zengin-Bolatkale, H., Conture, E. G., Key, A. P., Walden, T. A., & Jones, R. M. (2018). Cortical associates of emotional reactivity and regulation in childhood stuttering. Journal of Fluency Disorders, 56, 81–99. https://doi.org/10.1016/j.jfludis.2018.04.001Hatun Zengin-Bolatkale, Ph.D., CCC-SLP is an Assistant Professor in the School of Speech, Language, and Hearing Sciences at San Diego State University. She's a speech-language pathologist by training and has over a decade of experience across working clinically, teaching, and doing research in the field, with a focus on stuttering. She earned her master's in speech-language pathology from the University of Illinois and completed her Ph.D. at Vanderbilt University. Her work focuses on young children who stutter, with a special interest in how cognitive, emotional, and language-related factors influence the way stuttering develops—and why some children recover while others do not. In her research, she uses a variety of tools, from parent reports and behavioral observation to physiological measures like skin conductance, heart rate, and brain activity, to get a more complete picture of stuttering. Her ultimate goal is to support more informed and individualized approaches to assessment and treatment.

In this episode you will discover: Diversity Means Everyone - Race is just one piece. Consider how age, language, immigration status, religion, sexual orientation, and geography intersect to shape each person's experience with aphasia. Go Into the Community to Build Trust - Sustainable partnerships require leaving your institution and showing up consistently. Visit centers, share meals, and invest time where people gather. Trust develops gradually through authentic presence. Listen to Real-Life Struggles First - Before starting therapy protocols, hear what families actually face: shifted gender roles, children as language brokers, lack of community aphasia awareness, and disrupted family dynamics. Train Future Clinicians Differently - If you're building or revising academic programs, front-load diversity with a foundational intersectionality course in semester one, then integrate these principles across every subsequent course and clinical practicum.   If you've ever wondered how to better support multilingual families navigating aphasia, or felt uncertain about cultural considerations in your practice, 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, a faculty member at Central Michigan University where I lead the Strong Story Lab, and I'm a member of the Aphasia Access Podcast Working Group. Aphasia Access strives to provide members with information, inspiration, and ideas that support their aphasia care through a variety of educational materials and resources.   I'm today's host for an episode that tackles one of the most important conversations happening in our field right now - how do we truly serve the increasingly diverse communities that need aphasia care? We're featuring Dr. Jose Centeno, whose work is reshaping how we think about equity, social justice, and what it really means to expand our diversity umbrella. Dr. Centeno isn't just talking about these issues from an ivory tower - he's in the trenches, working directly with communities and training the next generation of clinicians to do better. Before we get into the conversation, let me tell you a bit more about our guest. Dr. Jose Centeno is Professor in the Speech-Language Pathology Program at Rutgers University. What makes his work unique is how he bridges the worlds of clinical practice and research, focusing on an often overlooked intersection: what happens when stroke survivors who speak multiple languages need aphasia care?   Dr. Centeno is currently exploring a critical question - what barriers do Latinx families face when caring for loved ones with post-stroke aphasia, and what actually helps them navigate daily life? His newest initiative takes this work directly into the community, where he's training students to bring brain health activities to underserved older adults in Newark's community centers.   As an ASHA Fellow and frequent international speaker, Dr. Centeno has made it his mission to ensure that aphasia research and care truly serve diverse communities. His extensive work on professional committees reflects his commitment to making the field more inclusive and culturally responsive. So let's get into the conversation.   Katie Strong: As we get started, I love hearing about how you came into doing this work, and I know when we spoke earlier you started out studying verb usage after stroke and very impairment-based sort of way of coming about things. And now you're doing such different work with that centers around equity and minoritized populations. I was hoping you could tell our listeners about the journey and what sparked that shift for you.   Jose Centeno: That's a great question. In fact, I very often start my presentations at conferences, explaining to people, explaining to the audience, how I got to where I am right now, because I did my doctoral work focused on verb morphology, because it was very interesting. It is an area that I found very, very interesting. But then I realized that the data that I collected for my doctorate, and led to different articles, was connected to social linguistics. I took several linguistics courses in the linguistics department for my doctorate, and I needed to look at the results of my doctoral work in terms of sociolinguistic theory and cognition. And that really motivated me to look at more at discourse and how the way that we talk can have an impact on that post stroke language use. So, I kept writing my papers based on my doctoral data, and I became interested in finding out how our colleagues working with adults with aphasia that are bilingual, were digesting all this literature. I thought, wait a minute. Anyway, I'm writing about theory in verb morphology, I wonder where the gaps are. What do people need? Are people reading this type of work? And I started searching the literature, and I found very little in terms of assessing strengths and limitations of clinical work with people with aphasia.   And what I found out is that our colleagues in childhood bilingualism have been doing that work. They have been doing a lot of great work trying to find out what the needs are when you work with bilingual children in educational settings. So that research served as my foundational literature to create my work. And then I adopted that to identifying where the strengths and needs working with people by new people with aphasia were by using that type of work that worked from bilingual children. And I adapted it, and I got some money to do some pilot work at the from the former school where I was. And with that money I recruited some friends that were doing research with bilingual aphasia to help me create this survey. So that led to several papers and very interesting data.   And the turning point that I always share, and I highlight was an editorial comment that I got when I when I submitted, I think, the third or fourth paper based on the survey research that I did. The assessment research. And one of the reviewers said, “you should take a look at the public health literature more in depth to explain what's going on in terms of the needs in the bilingual population with aphasia”. So, I started looking at that and that opened up a huge area of interest.   Katie Strong: I love that.   Jose Centeno: Yeah, that's where I ended up, you know, from an editorial comment based on the studies of survey research. And that comment motivated me to see what the gaps were more in depth. And that was in 2015 when that paper came out. I kept working, and that data led to some special issues that I invited colleagues from different parts of the world to contribute. And then three years later, Rutgers invited me to apply for this position to start a diversity focused program at Rutgers, speech language pathology. At Rutgers I met a woman that has been my mentor in qualitative research. Pamela Rothpletz-Puglia is in nutrition, and she does qualitative, mixed methods research. So, her work combined with my interest in identifying where the needs were, led me to identify the needs in the work with people with aphasia through the caregivers using her methodology. And I'll come talk more about it, because it's related to a lot of different projects that I am pursuing right now.   Katie Strong: I love this. So, it sounds like, well, one you got a really positive experience from a reviewer, which is great news.   Jose Centeno: Well, it was! It's a good thing that you say that because when we submit articles, you get a mixed bag of reviews sometimes. But, this person was very encouraging. And some of the other reviews were not as encouraging, but this was very encouraging, and I was able to work on that article in such a way that got published and it has been cited quite a bit, and it's, I think it's the only one that has pretty much collected very in depth data in terms of this area.   Katie Strong: Yeah, well, it sounds like that really widened your lens in how you were viewing things and taking an approach to thinking about the information that you had obtained.   Jose Centeno: And it led to looking at the public health literature and actually meeting Pamela. In fact, I just saw her last week, and we met because we're collaborating on different projects. I always thank her because we met, when our Dean created an Equity Committee and she invited the two of us and somebody else to be to run that committee. And when Pamela and I talked, I said to her, “that qualitative work that you are doing can be adapted to my people with aphasia and their caregivers”. And that's how we collaborated, we put a grant proposal together, we got the money, and that led to the current study.   Katie Strong: I love that, which we're going to talk about in a little bit. Okay, thank you. Yeah, I love it. Okay, well, before we get into that, you know, one of the things I was hoping you could talk about are the demographics of people living with aphasia is becoming really increasingly more diverse. And I was hoping you could talk about population trends that are driving the change or challenges and opportunities that this presents for our field.   Jose Centeno: Yeah, that is actually something that I've been very interested in after looking at the public health literature because that led to looking at the literature in cardiology, nursing, social work, psychology, in terms of diversity, particularly the census data that people in public health were using to discuss what was going on in terms of the impact of population trends in healthcare. And I realized when I started looking at those numbers that and interestingly, the Census published later. The Census was published in 2020, several years after I started digging into the public health literature. The Census published this fantastic report where they the Census Bureau, discussed how population trends were going to be very critical in 2030 in the country. In 2030 two population trends are going to merge. The country gradually has been getting older and at the same time in 2030 as the country is getting older, 2030 is going to be a turning point that demographic transition, when the population is going to be more older people than younger people. So that's why those population trends are very important for us because people are getting older, there is higher incidence for vulnerabilities, health complications. And of those health complications, neurological, cardiovascular problems, stroke and also dementia.   Katie Strong: Yes. So interesting. And maybe we can link, after we finish the conversation, I'll see if I can get the link for that 2020 census report, because I think maybe some people might be interested in checking that out a little bit more.   Jose Centeno: So yeah, definitely, yeah.   Katie Strong: Well, you know, you've talked about diversity from a multilingual, bilingual perspective, but you also, in your research, the articles I've read, you talk about expanding the diversity umbrella beyond race to consider things like sexual orientation, socioeconomic background and rural populations. Can you talk to us a little bit about what made you think about diversity in this way?   Jose Centeno: Very good question, you know, because I realized that there is more to all of us than race. When we see a client, a patient, whatever term people use in healthcare and we start working with that person there is more that person brings into the clinical setting, beyond the persons being white or African American or Chinese or Latino and Latina or whatever. All those different ethnic categories, race and ethnicity. People bring their race and ethnicity into the clinical setting, but beyond that, there is age, there is sexual orientation, there is religion, there is geographic origins, whether it's rural versus urban, there is immigration status, language barriers, all of those things. So, it makes me think, and at that time when I'm thinking about this beyond race, I'm collecting the pilot data, and a lot of the pilot data that was collected from caregivers were highlighting all of those issues that beyond race, there are many other issues. And of course, you know, our colleagues in in aphasia research have touched on some of those issues, but I think there hasn't been there. There's been emphasis on those issues but separately. There hasn't been too much emphasis in looking at all of those issues overlapping for patient-centered care, you know,  bringing all those issues together and how they have an impact on that post stroke life reconfiguration. You know, when somebody is gay. Where somebody is gay, Catholic, immigrant, bilingual, you know, looking at all of those things you know. And how do we work with that? Of course, we're not experts in everything, and that leads to interprofessional collaborations, working with psychologists, social workers and so on.   So that's why my work started evolving in the direction that looks at race in a very intersectional, very interactional way to look at race interacting with all these other factors. Because for instance, I am an immigrant, but I also lived in rural and urban environments, and I have my religious and my spiritual thoughts and all of those, all of those factors I carry with me everywhere you know. So, when somebody has a stroke and has aphasia, how we can promote, facilitate recovery and work with the family in such a way that we pay attention to this ecology of factors, family person to make it all function instead of being isolated.   Katie Strong: Yeah, I love that. As you were talking, you use the term intersectionality. And you have a beautiful paper that talks about transformative intersectional Life Participation Approach for Aphasia (LPAA) intervention. And I'd love to talk about the paper, but I was hoping first you could tell us what you really mean by intersectionality in the context of aphasia care, and why is it so important to think about this framework.   Jose Centeno: Wow. It's related to looking at these factors to really work with the person with aphasia and the family, looking at all these different factors that the person with aphasia brings into the clinical setting. And these factors are part of the person's life history. It's not like these are factors that just showed up in the person's life. This person has lived like this. And all of a sudden, the person has a stroke. So there is another dimension that we need to add that there in that intersectional combined profile of a person's background. How we can for aphasia, is particularly interesting, because when you work with diverse populations, and that includes all of us. You know, because I need to highlight that sometimes people…my impression is, and I noticed this from the answers from my students, that when I asked about diversity, that they focused on minoritized populations. But in fact, all this diverse society in which we live is all of us. Diversity means all of us sharing this part, you know, sharing this world. So, this intersectionality applies to all of us, but when it comes to underrepresented groups that haven't been studied or researched, that's why I feel that it's very important to pay a lot of attention, because applying models that have been developed to work with monolingual, middle class Anglo background…it just doesn't work. You know, to apply this norm to somebody that has all of these different dimensions, it's just unfair to the person and it's something that people have to be aware of. Yeah.   Katie Strong: Yeah. And I think you know, as you're talking about that and thinking about the tenets of the Life Participation Approach, they really do support one another in thinking about people as individuals and supporting them in what their goals are and including their family. You're really thinking about this kind of energized in a way to help some clinicians who are maybe thinking, “Oh, I do, LPAA, but it's hard for me to do it in this way”. You probably are already on you road to doing this, but you really need, just need to be thinking about how, how the diversity umbrella, really, you know, impacts everybody as a clinician, as a person with a stroke, as a family member.   Jose Centeno: Yeah, and, you know, what is very interesting is that COVID was a time of transition. A lot of factors were highlighted, in terms of diversity, in terms of the infection rate and the mortality was higher in individuals from minoritized backgrounds. There were a lot of issues to look at there. But you know, what's very interesting in 2020 COVID was focusing our attention on taking care of each other, taking care of ourselves, taking care of our families. The LPAA approach turned 20 years old. And that made me think, because I was thinking of at that time of disability, and it made me think of intersectionality. And I just thought it would be very helpful for us to connect this concept of intersectionality to the LPAA, because these issues that we are experiencing right now are very related to the work we do as therapists to facilitate people with aphasia, social reconnection after a stroke and life reconfiguration. So, all of this thinking happened, motivated by COVID, because people were talking about intersectionality, all the people that were getting sick. And I just thought, wait a minute, this concept of intersectionality, LPAA turning 20 years old, let's connect those two, because my caregiver study is showing me that that intersectionality is needed in the work that we're doing with people in aphasia from underrepresented backgrounds.   Katie Strong: Yeah, I'm so glad that you shared that insight as to how you came to pulling the concepts together. And the paper is lovely, and I'll make sure that we put that in the link to the show notes as well, because I know that people will, if they haven't had the chance to take a look at it, will enjoy reading it.   Jose Centeno: And just let me add a bit more about that. Aura Kagan's paper on, I forgot where it was in [ASHA] Perspectives, or one of the journals where she talks about the LPAA turning 20 years old. [And I thought], “But wait a minute, here's the paper! Here's the paper, and that I can connect with intersectionality”. And at the same time, you know, I started reading more about your work and Jackie Hinckley's work and all the discourse work and narrative work because that's what I was doing at the time. So that's how several projects have emerged from that paper that I can share later on.   Katie Strong: I love it. I love it. Yeah, hold on! The suspense! We are there, right?   Jose Centeno: This is turning into a coffee chat without coffee!   Katie Strong: As I was reading your work, something that stood out to me was this idea of building sustainable community relationships in both research and clinical work with minoritized populations. You've been really successful in doing this. I was hoping you could discuss your experiences in this relationship building, and you also talk about this idea of cultural brokers.   Jose Centeno: Wow! You know this is all connected. It's part of my evolution, my journey. Because as I started collecting data in the community from for my caregiver study, I realized that community engagement to do this type of qualitative work, but also to bring our students into the community. It's very important to do that work, because I you know this is something that I learned because I was pretty much functioning within an academic and research environment and writing about equity and social justice and all these different areas regarding aphasia, but not connecting real life situations with the community. For example, like having the students there and me as an academician taking that hat off and going into the community, to have lunch, to have coffee with people in the community, at Community Centers. So those ideas came up from starting to talk with the caregivers, because I felt like I needed to be there more. Leave the classroom. Leave the institution. Where I was in the community it's not easy. I'm not going to say that happened overnight, because going into any community, going into any social context, requires time. People don't open their doors automatically and right away. You know you have to be there frequently. Talk about yourself, share experiences. So be a friend, be a partner, be a collaborator, be all of these things together, and this gradually evolved to what I am doing right now, which is I started the one particular connection in the community with a community center.   How did I do that? Well, I went all over the place by myself. Health fairs, churches, community centers. People were friendly, but there wasn't something happening in terms of a connection. But one person returned my email and said, “we have a senior program here. Why don't we meet and talk?” So, I went over to talk with them, and since then, I have already created a course to bring the students there. I started by going there frequently for lunch, and I feel very comfortable. It is a community center that has programs for children and adults in the community. They go there for computer classes, for after school programs for the children. The adults go there for English lessons or activities and they have games and so on. And it's very focused on individuals from the community. And the community in Newark is very diverse. Very diverse.   So that led to this fantastic relationship and partnership with the community. In fact, I feel like I'm going home there because I have lunch with them. There's hugs and kissed. It's like  seeing friends that that you've known for a long time. But that happened gradually. Trust. Trust happens gradually, and it happens in any social context. So, I said to them, “Let's start slowly. I'll bring the students first to an orientation so they get to know the center.” Then I had the opportunity to develop a course for summer. And I developed a course that involved activities in the community center and a lecture. Six weeks in the summer. So this project now that I call Brain Health a health program for older adults, is a multi-ethnic, multilingual program in which the students start by going to the center first in the spring, getting to know people there, going back there for six weeks in the summer, one morning a week, and taking a lecture related to what brain health is, and focusing that program on cognitive stimulation using reminiscence therapy. And it's done multilingually. How did that happen? Thank God at the center there are people that speak Portuguese, Spanish and English. And those people were my interpreters. They work with the students. They all got guidelines. They got the theoretical content from the lectures, and we just finished the first season that I called it. That course they ran this July, August, and the students loved it, and the community members loved it! But it was a lot of work.   Katie Strong: Yeah, of course! What a beautiful experience for everybody, and also ideas for like, how those current students who will be soon to be clinicians, thinking about how they can engage with their communities.    Jose Centeno: Right! Thank you for highlighting that, because that's exactly how I focus the course. It wasn't a clinical course, it was a prevention course, okay? And part of our professional standards is prevention of communication disorders. So, we are there doing cognitive stimulation through reminiscence activities multilingually, so we didn't leave anybody behind. And luckily, we have people that spoke those languages there that could help us translate. And my dream now the next step is to turn that Brain Health course into another course that involves people with aphasia.   Katie Strong: Oh, lovely.   Jose Centeno: Yeah, so that is being planned as we speak.   Katie Strong: I love everything about this. I love it! I know you just finished the course but I hope you have plans to write it up so that others can learn from your expertise.   Jose Centeno: Yeah, I'm already thinking about that.   Katie Strong: I don't want to put more work on you…   Jose Centeno: It's already in my attention. I might knock on your door too. We're gonna talk about that later.   Katie Strong: Let's get into the work about your caregivers and the work that you did. Why don't you tell us what that was all about.   Jose Centeno: Well, it's a study that focuses on my interest in finding out and this came from the assessment work that I did earlier when I asked clinicians working in healthcare what their areas of need were. But after meeting Pamela Rothpletz-Puglia at Rutgers, I thought, “Wait a minute, I would like to find out, from the caregivers perspective, what the challenges are, what they need, what's good, what's working, and what's not working.” And later on hopefully, with some money, some grant, I can involve people with aphasia to also ask them for their needs. So, I started with the caregivers to find out in terms of the intersectionality of social determinants of health, where the challenges were in terms of living with somebody with aphasia from a Latinx background, Latino Latina, Latinx, whatever categories or labels people use these days. So, I wanted to see what this intersectionality of social determinants of health at the individual level. Living with the person at home, what happens? You know, this person, there is a disability there, but there are other things going on at home that the literature sites as being gender, religion, and all these different things happening. But from the perspective of the caregivers. And also I wanted to find out when the person goes into the community, what happens when the person with aphasia goes into the community when the person tries to go to the post office or the bank or buy groceries, what happens? Or when the person is socializing with other members of the family and goes out to family gatherings? And also, what happens at the medical appointment, the higher level of social determinants in terms of health care? I wanted to find out individual, community and health care. The questions that I asked during these interviews were; what are the challenges?, what's good?, what's working?, what's not working?, at home?, in the community?, and when you go with your spouse or your grandfather or whoever that has a stroke into the medical setting?, and that's what the interviews were about.   I learned so much, and I learned the technique from reading your literature and reading Aura Kagen's literature and other people, Jackie Hindley literature, and also Pamela's help to how to conduct those interviews, because it's a skill that you have to learn. It happens gradually. Pamela mentored me, and I learned so much from the caregivers that opened all these areas of work to go into the community, to engage community and sustainable relationships and bring the students into the community.   I learned so much and some of the things that were raised that I am already writing the pilot data up. Hopefully that paper will be out next year. All these issues such as gender shifting, I would say gender issues, because whether is the wife or the mother that had a stroke or the father that had the stroke. Their life roles before the stroke get shifted around because person has to take over, and how the children react to that. I learned so much in terms of gender, but also in terms of how people use their religions for support and resilience. Family support. I learned about the impact of not knowing the language, and the impact of not having interpreters, and the impact of not having literature in the language to understand what aphasia is or to understand what happens after stroke in general to somebody.   And something also that was very important. There are different factors that emerge from the data is the role of language brokers, young people in college that have to put their lives on hold when mom or dad have a stroke and those two parents don't speak English well in such a way that they can manage a health care appointment. So, this college student has to give up their life or some time, to take care of mom or dad at home, because they have to go to appointments. They have to go into the community, and I had two young people, college age, talk to me about that, and that had such an impact on me, because I wasn't aware of it at all. I was aware of other issues, but not the impact on us language brokers. And in terms of cultural brokers, it is these young people, or somebody that is fluent in the language can be language brokers and cultural brokers at the same time, because in the Latinx community, the family is, is everything. It's not very different from a lot of other cultures, but telling somebody when, when somebody goes into a hospital and telling family members, or whoever was there from the family to leave the room, creates a lot of stress.   I had somebody tell me that they couldn't understand her husband when he was by himself in the appointment, and she was asked to step out, and he got frustrated. He couldn't talk. So that tension, the way that the person explained that to me is something that we regularly don't know unless we actually explore that through this type of interview. So anyway, this this kind of work has opened up so many different factors to look at to create this environment, clinical environment, with all professions, social work, psychology and whoever else we need to promote the best care for patient-centered care that we can.   Katie Strong: Yeah. It's beautiful work. And if I remember correctly, during the interviews, you were using some personal narratives or stories to be able to learn from the care partners. And I know you know, stories are certainly something you and I share a passion about. And I was just wondering if you could talk with our listeners about how stories from people with aphasia or their care partners families can help us better understand and serve diverse communities.   Jose Centeno: You know, the factors that I just went through, they are areas that we need to pay attention to that usually we don't know. Because very often, the information that we collect during the clinical intake do not consider those areas. We never talk about family dynamics. How did the stroke impact family dynamics? How does aphasia impact family dynamics? Those types of questions are important, and I'll tell you why that's important. Because when the person comes to the session with us, sometimes the language might not be the focus. They are so stressed because they cannot connect with their children as before, as prior to the stroke. In their minds, there is a there are distracted when they come into the session, because they might not want to focus on that vocabulary or sentence or picture. They want to talk about what's going on at home.   Katie Strong: Something real.   Jose Centeno: And taking some time to listen to the person to find out, “Okay, how was your day? How what's going on at home prior?” So I started thinking brainstorming, because I haven't gotten to that stage yet. Is how we can create, using this data, some kind of clinical context where there is like an ice breaker before the therapies, to find out how the person was, what happened in the last three days, before coming back to the session and then going into that and attempting to go into those issues. You know, home, the community. Because something else that I forgot to mention when I was going through the factors that were highlighted during the interviews, is the lack of awareness about aphasia in the community. And the expectations that several caregivers highlighted, the fact that people expected that problem that the difficulty with language to be something that was temporary.   Katie Strong: Yeah, not a chronic health condition.   Jose Centeno: Exactly. And, in fact, the caregivers have turned into educators, who when they go into community based on their own research, googling what aphasia is and how people in aphasia, what the struggles are. They had started educating the community and their family members, because the same thing that happens in the community can happen within the family network that are not living with this person on a day-to-day basis. So, yeah. All of this information that that you know, that has made me think on how clinically we can apply it to and also something how we can focus intervention, using the LPAA in a way that respects, that pays attention to all of these variables, or whatever variables we can or the most variables. Because we're not perfect, and there is always something missing in the intervention context, because there is so much that we have to include into it, but pay attention to the psychosocial context, based on the culture, based on the limitations, based on their life, on the disruption in the family dynamics.   Katie Strong: Yeah, yeah. It's a lot to think about.   Jose Centeno: Yeah. It's not easy. But I, you know. I think that you know these data that I collected made me think more in terms of our work, how we can go from focusing the language to being a little more psychosocially or involved. It's a skill that is not taught in these programs. My impression is that programs focus on the intervention that is very language based, and doing all this very formal intervention. It's not a formula, it's a protocol that is sometimes can be very rigid, but we have to pay attention to the fact that there are behavioral issues here that need to be addressed in order to facilitate progress.   Katie Strong: Yeah, and it just seems like it's such more. Thinking about how aphasia doesn't just impact the person who has it. And, you know, really bringing in the family into this. Okay, well, we talked about your amazing new class, but you just talked a little bit about, you know, training the new workforce. Could you highlight a few ideas about what you think, if we're training socially responsive professionals to go out and be into the workforce. I know we're coming near the end of our time together. We could probably spend a whole hour talking about this. What are some things that you might like to plant in the ears of students or clinicians or educators that are listening to the podcast?   Jose Centeno: You know this is something Katie that was part of my evolution, my growth as a clinical researcher. I thought that creating a program, and Rutgers gave us that opportunity, to be able to create a program in such a way that everybody's included in the curriculum. We created a program in which the coursework and the clinical experiences. And this happened because we started developing this room from scratch. It's not like we arrived and there was a program in place which is more difficult. I mean creating a program when you have the faculty together and you can brainstorm as to based on professional standards and ASHA's priorities and so on, how we can create a program, right? So, we started from scratch, and when I was hired as founding faculty, where the person that was the program director, we worked together, and we created the curriculum, clinically and education academically, in such a way that everybody, but everybody, was included from the first semester until the last semester. And I created a course that I teach based on the research that I've done that brings together public health intersectionality and applied to speech language pathology. So, this course that students take in the first semester, and in fact, I just gave the first lecture yesterday. We just started this semester year. So it sets the tone for the rest of the program because this course covers diversity across the board, applying it to children, adults and brings together public health, brings together linguistics, brings together sociology. All of that to understand how the intersectionality, all those different dimensions. So, the way that the I structured the course was theory, clinical principle and application theory, and then at the end we have case scenarios. So that's how I did it. And of course, you know, it was changing as the students gave me feedback and so on. But that, that is the first course, and then everybody else in their courses in acquired motor disorders, swallowing, aphasia, dementia. You know, all those courses, the adult courses I teach, but you know the people in child language and literacy. They cover diversity. Everybody covers diversity. So, in the area more relevant to our conversation here, aphasia and also dementia. In those courses, I cover social determinants of health. I expand on social determinants of health. I cover a vulnerability to stroke and dementia in underrepresented populations and so on. So going back to the question, creating a curriculum, I understand you know that not every program has the faculty or has the resources the community. But whatever we can do to acknowledge the fact that diversity is here to stay. Diversity is not going to go away. We've been diverse since the very beginning. You know, like, even if you look, if you look at any community anywhere, it's already diverse as it is. So, incorporating that content in the curriculum and try to make the connections clinically. Luckily, we were able to do that. We have a clinic director that is also focused on diversity, and we cover everything there, from gender issues, race, ethnicity, all of those, as much as we can. So, the curriculum and taking the students into the community as much as we can.   Katie Strong: Yeah, I love that. So, you're talking about front loading a course in the curriculum, where you're getting people thinking about these and then, it's supplemented and augmented in each of the courses that they're taking. But also, I'm hearing you say you can't just stay in a classroom and learn about this. You need to go out.   Jose Centeno: Exactly! It's a lot. It didn't happen overnight. A lot of this was gradual, based on students feedback. And, you know, realizing that within ourselves, we within the course, when we were teaching it, oh, I need to change this, right, to move this around, whatever. But the next step I realized is, let's go into the community.   Katie Strong: Yeah, yeah. Well how lucky those students are at Rutgers.   Jose Centeno: Thank you.   Katie Strong: Well, we're nearing the end of our time together today. Jose and I just wanted, before we wrap up, I just wanted to ask you, “what, what excites you most about where aphasia research and care could go, or what do you think might need our most attention?”   Jose Centeno: That's a great question, because I thought of it quite a bit. But I'll focus it in terms of our diverse population, where the aphasia research should be. I think my impression is that there should be more attempts to connect the theoretical aspects of language with the psychosocial aspect. In other words, and this is how I teach my aphasia class. I focus the students on the continuum of care. The person comes in after stroke. We try to understand aphasia, but we aim to promoting life reconfiguration, life readaptation, going back into the community. So, here's the person with aphasia, and this is where we're heading to facilitating functioning, effective communication in the best way we can for this person, right? So, if these are all the different models that have been proposed regarding lexicon, vocabulary and sentence production and so on. How can we connect those therapeutic approaches in a way that they are functionally usable to bring this person back? Because there is a lot of literature that I enjoy reading, but how can we bring that and translate that to intervention, particularly with people that speak other languages. Which is very difficult because there isn't a lot of literature. But at least making an attempt to recruit the students from different backgrounds, ethnic backgrounds. And this, regardless of the backgrounds, there are students studying, interested in studying other cultures. And the curriculum exposes students to ways that we that there is some literature, there is a lot but there is some literature out there to explain vocabulary sentences in other languages post stroke in people with aphasia that, you know, we can use therapeutically. I mean, this is what's been created. So, let's look at this literature and be more open-minded. It's difficult. We don't speak every language in the world, but at least try to connect through the students that speak those languages in class, or languages departments that we have on campus, how those projects can be worked on. I'm just trying to be ambitious and creative here, because there's got to be a way that we should connect those theoretical models that are pretty much English focused intervention paradigms that will facilitate social function/   Katie Strong: It's a lot a lot of work, a lot of work to be done, a lot of a lot of projects and PhD students and all of that. Amazing.   Jose Centeno: I think it's as you said, a monumental amount of work, but, but I think that there should be attempts, of course, to include some of that content in class, to encourage students attention to the fact that there is a lot of literature in aphasia that is based on English speakers, that is based on models, on monolingual middle class…whoever shows up for the research project, the participants. But those are the participants. Now, I mean those that data is not applicable to the people [who you may be treating]. So, it's a challenge, but it's something to be aware of. This is a challenge to me that, and some people have highlighted that in the aphasia literature, the fact that we need more diversity in terms of let's study other languages and let's study intervention in other populations that don't speak English.   Katie Strong: Absolutely. Well, lots of amazing food for thought, and this has been such a beautiful conversation. I so appreciate you being here today, Jose. Thank you very, very much.   Jose Centeno: Thank you, Katie. I appreciate the invitation and I hope the future is bright for this type of research and clinical work and thank you so much for this time to talk about my work.       Resources   Centeno, J. G., (2024). A call for transformative intersectional LPAA intervention for equity and social justice in ethnosocially diverse post-stroke aphasia services. Seminars in Speech and Language, 45(01): 071-083. https://doi.org/10.1055/s-0043-1777131 Centeno, J. G., & Harris, J. L. (2021). Implications of United States service evidence for growing multiethnic adult neurorehabilitation caseloads worldwide. Canadian Journal of Speech-Language Pathology and Audiology, 45(2), 77-97. Centeno, J. G., Kiran, S., & Armstrong, E. (2020). Aphasia management in growing multiethnic populations. Aphasiology, 34(11), 1314-1318.  https://doi.org/10.1080/02687038.2020.1781420 Centeno, J. G., Kiran, S., & Armstrong, E. (2020). Epilogue: harnessing the experimental and clinical resources to address service imperatives in multiethnic aphasia caseloads. Aphasiology, 34(11), 1451–1455. http://dx.doi.org/10.1080/02687038.2020.1781421 Centeno, J. G., Obler, L. K., Collins, L., Wallace, G., Fleming, V. B., & Guendouzi, J. (2023). Focusing our attention on socially-responsive professional education to serve ethnogeriatric populations with neurogenic communication disorders in the United States. American Journal of Speech-Language Pathology, 32(4), 1782–1792. https://doi.org/10.1044/2023_AJSLP-22-00325 Kagan, A. (2020). The life participation approach to aphasia: A 20-year milestone. Perspectives of the ASHA Special Interest Groups, 5(2), 370. https://doi.org/10.1044/2020_PERSP-20-00017 Vespa, J., Medina, L., & Armstrong, D. M. (2020). Demographic turning points for the United States: population projections for 2020 to 2060. Current Population Reports, P25-1144.             https://www.census.gov/library/publications/2020/demo/p25-1144.html    

Julie M. Liss, Ph.D., CCC-SLP, is Senior Associate Dean in the College of Health Solutions and Professor of Speech and Hearing Science at Arizona State University. A certified speech-language pathologist, she is internationally recognized for advancing the use of artificial intelligence in speech-language pathology. Her work has focused on transforming clinical speech science into digital tools that can detect and track neurological disease, expand access to care, and support more precise clinical decision-making. As co-founder of Aural Analytics, Dr. Liss has helped pioneer speech-based biomarkers and AI-driven assessment platforms now in use around the world. She is also a thought leader in promoting the ethical and responsible application of AI in healthcare and scientific publishing. Beyond her research and innovation, Dr. Liss has served in key leadership roles with ASHA, including as Editor-in-Chief and now Chair of the ASHA Journals Board, where she is helping shape policy around emerging technologies in scholarly communication. In recognition of her impact on the profession and her leadership at the intersection of speech science and technology, Dr. Liss is receiving Honors of the Association from ASHA in 2025. Visar Berisha, Ph.D., is a Professor at Arizona State University with a joint appointment in the College of Engineering and the College of Health Solutions and Associate Dean for Research Commercialization in the College of Engineering. His main research interests reside at the intersection of AI and the human voice. He has developed and commercialized new speech AI models for healthcare. This work is primarily funded by the National Institutes of Health, the Department of Defense, and the National Science Foundation. This work has led to many academic publications, several patents, and two companies. Dr. Berisha's work has been featured in the New York Times, on ESPN, National Public Radio, the Wall Street Journal, and a number of other international media outlets. He was the 2023-2024 ISCA Distinguished Lecturer. References: Berisha, V., & Liss, J. M. (2024). Responsible development of clinical speech AI: Bridging the gap between clinical research and technology. npj Digital Medicine, 7, Article 208. https://doi.org/10.1038/s41746-024-01199-1 Liss, J., & Berisha, V. (2024). Operationalizing clinical speech analytics: Moving from features to measures for real-world clinical impact. Journal of Speech, Language, and Hearing Research, 67(11), 4226-4232. Liss, J., & Berisha, V. (2020, August). How will artificial intelligence reshape speech-language pathology services and practice in the future? ASHA Journals Academy. https://academy.pubs.asha.org/2020/08/how-will-artificial-intelligence-reshape-speech-language-pathology-services-and-practice-in-the-future/ Xu, L., Chen, K., Mueller, K. D., Liss, J., & Berisha, V. (2025). Articulatory precision from connected speech as a marker of cognitive decline in Alzheimer's disease risk-enriched cohorts. Journal of Alzheimer's Disease, 103(2), 476-486. Yeo, E., Liss, J., Berisha, V., & Mortensen, D. (2025). Applications of Artificial Intelligence for Cross-language Intelligibility Assessment of Dysarthric Speech. arXiv. https://arxiv.org/pdf/2501.15858

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

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

Guest: Emma Justice, MS, CCC-SLP, CLC, NTMTCEarn 0.1 ASHA CEU for this episode with Speech Therapy PD: https://www.speechtherapypd.com/courses/pfd-problem-solvingTune in as we welcome one of our favorite humans, Emily Justice, a dedicated speech language pathologist with a wealth of experience working in the NICU and public schools in Boston. Join us for an engaging discussion about her path into speech therapy, her passion for supporting minority recruitment in the field, and her advocacy for accessible feeding therapy. We delve into important topics such as the necessity of instrumental swallow studies, the power of family and caregiver involvement in therapy, and the importance of interprofessional collaboration. This episode is packed with practical insights for therapists, caregivers, and anyone invested in improving pediatric feeding practices.About the Guest: Emma Justice, MS, CCC-SLP, CLC, NTMTC, works full-time for Boston Public Schools and is the owner of Justice for Infant Feeding Therapy and Lactation. She specializes in pediatric feeding and swallowing, with a focus on medical complexities and culturally diverse populations. Emma is certified in lactation counseling as well as neonatal touch and massage. She received her master's degree in Speech-Language Pathology from Northeastern University and completed her clinical fellowship at Johns Hopkins All Children's Hospital. Emma has experience across several settings, including pediatric acute care, encompassing a Level III NICU, PICU, Oncology, Cleft and Craniofacial team, Aerodigestive team, and the well-baby Mother-Infant Unit. Additionally, Emma has experience in pediatric outpatient rehab, home health, and public school settings. She is a guest lecturer and the primary pediatric consultant for the Swallowing Wellness Center, where she teaches a course on pediatric swallow studies. Emma co-created BABY S.T.E.P. with Dr. Ianessa Humbert, an infant and pediatric adaptation of Humbert's S.T.E.P. (Swallowing Training Educational Portal), designed to provide accessible, affordable, and evidence-based swallowing education. She currently serves on ASHA's topic committee for Pediatric Feeding Disorders and has presented nationally on topics related to pediatric dysphagia and cultural disparities.

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

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

Want to share your feedback? Send us a message!Mitch Guerra—educator, stuttering advocate, and recent contestant on Survivor Season 48—joins host Sara MacIntyre, M.A., CCC-SLP, to share his story. Mitch reflects on his stuttering journey, from early challenges in school to pivotal moments that shaped his confidence in high school and college, and ultimately his 20-year pursuit of a lifelong dream to compete on Survivor.He discusses the perseverance it took to finally make it onto the show, what it meant to represent both himself and the stuttering community on national television, and how meaningful moments—including a viral exchange with host Jeff Probst—sparked broader conversations about listening and acceptance. Mitch also reflects on the role of stuttering in building deep connections, his return to the classroom after Survivor, and the powerful impact his visibility has had on students who also stutter. To close, he offers inspiring advice to young people who stutter: “Even if you haven't seen someone like you do it before, that doesn't mean it's not possible—you might just be the one to go first.”

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

Telehealth for speech therapy is under threat, and if Medicare pulls access, the consequences could ripple far beyond one program. Adults, families, and care partners lose critical care options, but that's just the start. A Medicare rollback could trigger private insurance and Medicaid to follow suit, resulting in reduced access across the board. In this episode, we explore why telehealth is crucial for patients who can't drive, for care partners balancing demanding schedules, and for clinicians serving rural and underserved communities. You'll also get advocacy tools, ready-to-use letter templates, and simple ways to mobilize your practice and patients to keep telehealth accessible.Find all of the advocacy tools you need here to participate in the telehealth call to action, or check out Katie's SLPs Blueprint to Medicare Success and get $100 off with the code FixSLP.Stop paying to track ASHA-approved CEUs. Save your money and set up for a FREE CEU/PDH tracker with Speech Therapy PD. While you are there, get $10 off a professional subscription with the code FixSLP10! Thank you to our sponsor, ⭐️ Befitting You Medical Supply ⭐️,  offering AAC devices with hands-on assessments, education, and support for patients and families. Check them out!New here? Subscribe, share with a colleague, and call the Minivan Meltdown line at fixslp.com to add your voice.

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

UT Health San Antonio Speech-Language Pathology program graduate students are helping local kids at risk for developing a language disorder through a program called LAUNCH. Angela Kennedy, SLP-D, CCC-SLP, is the director of clinical education and an assistant professor for the Speech-Language Pathology program in the Department of Communication Sciences and Disorders.

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

In this special two-part series we're tackling one of the biggest challenges many parents and educators face—potty training autistic children. I'll be sharing compassionate, practical strategies that take into account sensory differences, communication needs, and interoception, so you can feel more confident guiding your autistic child or students. Whether you're just getting started or stuck somewhere in the process, this series will give you the tools and encouragement you need. Takeaways Potty training autistic children is not a sprint—it's a marathon (or at least a half-marathon). Progress looks different for every child. Sensory sensitivities, interoception challenges, and communication differences are three of the biggest reasons potty training can be harder for autistic kids. Collecting baseline data (when accidents happen, how often they go) helps you build a roadmap for success. Making the bathroom inviting and sensory-friendly is a first step—soft lighting, calming colors, and incorporating favorite characters can reduce anxiety. Visual supports (bathroom symbols, step-by-step sequences, cue cards) build predictability and reduce uncertainty. Exposure without pressure is key—start with goals like entering the bathroom or sitting on the toilet fully clothed. Modeling helps—siblings, parents, dolls, or stuffed animals can demonstrate potty routines in a playful way. Social stories provide a predictable narrative that prepares children for what happens during potty time. Imitation skills (like copying silly faces or clapping) build the foundation for imitating potty routines later. Avoid common pitfalls: don't put kids on the toilet every 10 minutes, don't force long, stressful sits, and don't expect “3-day training” timelines to work for every child. Resources & Links: Free Potty Training Guide: www.autismlittlelearners.com/toilet Potty Training Course: www.autismlittlelearners.com/pottycourse Potty Training List In Tara's Amazon Shop: https://amzn.to/45TD6lX    

Recorded live at the ACPA Annual Meeting, where cleft professionals, advocates, and families unite to advance care, this episode spotlights Meg Lico, Principal Speech-Language Pathologist. Winner of the 2024 ACPA Young Professional Award and creator of the viral “Nose Movie,” Meg shares how her innovative approaches help demystify nasoendoscopy for children. From her journey in public health and Columbia graduate to nationally recognized leader, Meg reflects on why the annual meeting is a must for staying ahead in cleft care and how collaborative learning directly benefits the families she serves. Links and Resources: The Craniofacial SLP Instagram Patreon Subscription Tiers for Exclusive Content Our Forever Smiles Merch Store NC Cleft Mom FB Group Our Forever Smiles FB Group ______________________________________________________________________________ Today's sponsor is sienna dawn media Integrated Marketing Agency  sienna dawn media is more than just a marketing agency—they are your partners in progress. Their mission is simple — to alleviate marketing bandwidth, allowing creative business owners to focus on what they set out to do: create. sienna dawn media empowers creatives to thrive without the burden of managing their own social media and marketing campaigns. So, if you're ready to set sail toward new horizons, let sienna dawn media chart the course and steer your business toward success. Visit siennadawnmedia.com.

  Fostering positive relationships with autistic preschoolers is incredibly important. In this episode, I talk about emotional safety, understanding sensory needs, and the role of co-regulation in supporting self-regulation. The discussion highlights the need to step out of traditional teacher roles, validate autistic play, and harness deep interests to create meaningful connections. Core values such as compassion over compliance and honoring neurodiversity are explored, along with strategies for creating joyful, neuroaffirming classrooms. The conversation concludes with a focus on the long-term impact of connection and the importance of empowering educators and caregivers. Takeaways: Positive relationships create emotional safety for children. Understanding sensory needs is crucial for connection. Co-regulation supports self-regulation in children. Stepping out of teacher mode fosters authentic connections. Autistic play is valid and meaningful, reflecting unique interactions. Deep interests can be a doorway to connection. Compassion over compliance is essential in education. Creating joyful, neuroaffirming classrooms enhances learning. Presuming competence in communication builds trust. Connection lays the foundation for long-term success. Links: Episode 90: Autism & Play Culture with Dr. Pamela Wolfberg https://podcasts.apple.com/us/podcast/the-autism-little-learners-podcast/id1665404820?i=1000671411034 Blog: Strength-Based Approach For Teaching Autistic Children: https://autismlittlelearners.com/strength-based-approach/ You may also be interested in these supports: Visual Support Starter Set  Visual Supports Facebook Group Autism Little Learners on Instagram Autism Little Learners on Facebook      

Want to share your feedback? Send us a message!A research-clinical team from the University of Tennessee Health Science Center—Dr. Tim Saltuklaroglu, Tricia Hedinger, M.S., CCC-SLP, BCS-SCF, and Eddie Brown, M.A., CCC-SLP—join host Sara MacIntyre, M.A., CCC-SLP, to share insights into Finding Your Voice, a stuttering therapy program they created, have seen make a meaningful difference in clinical settings, and are now beginning to test in an early-stage clinical trial. The program seeks to support clients through self-discovery, first-hand exploration, and awareness building to promote agency and meaningful change—helping individuals find their “ideal voice,” one that aligns their values and desired outcomes with how they see themselves both inside and out. The team discusses the program's origins and development, highlights clinical experiences and personal stories of impact, and outlines the ongoing trial's goals and design.For questions and inquiries related to their work, please feel free to contact the research team: tsaltukl@uthsc.eduBios:Tim Saltuklaroglu, Ph.D., is person who stutters who entered the field of speech pathology to learn more about the disorder and help children and adults who stutter. He completed his undergraduate degree at Washington State University and then his Master's degree at the University of Alberta. After practicing as an SLP in the North Carolina school system, he entered the Ph.D. program at East Carolina University. He earned his Ph.D. in 2004 and since then has been on faculty at the University of Tennessee, where he is currently a full professor. He has co-authored over 55 peer reviewed publications and one textbook, and has received external funding through the National Institute of Health.Tricia Hedinger, M.S., CCC-SLP, BCS-SCF is a clinical professor at the University of Tennessee Health Science Center in Knoxville and a board-certified specialist in stuttering, cluttering, and other fluency disorders. Ms. Hedinger serves as Vice Chair and Director of Continuing Education for the World Stuttering Network. She is also a published author, contributing to books, chapters, and peer-reviewed articles on stuttering and speech-language development. Ms.Hedinger also serves on the advisory board for the Stuttering Treatment and Research Society (STARS).Eddie Brown, M.A., CCC-SLP is a Speech-Language Pathologist, researcher, and educator dedicated to advancing the understanding and treatment of developmental stuttering. He is a person who stuttesr, a 5th year PhD student at the University of Tennessee Health Science Center in Knoxville, a national stuttering association chapter leader, and a teaching assistant for stuttering classes.

Today's episode is an encore of my conversation with Andi Putt, an incredible speech-language pathologist, and autism advocate. As we head back to school, it's the perfect time to revisit this discussion on talking to kids about autism—whether it's peers, siblings, or the autistic child themselves. Andi shares practical, positive strategies to start these conversations early and empower kids with understanding and empathy.  Have you ever wondered how to talk to children about autism? In today's episode, I had the honor of talking to Andi Putt about the importance of early conversations about autism, and how to empower autistic children through understanding their identity. We also talk about the significance of normalizing these conversations among peers and Andi offers some effective ways to explain autism to children. This episode is one that you are going to want to share with everyone you know!  Takeaways Advocacy for autism should start early and be ongoing Understanding autism can empower children and improve mental health Conversations about autism should be age-appropriate and continuous Normalizing discussions about autism helps reduce stigma Children are often more accepting of differences than adults expect It's important to recognize individual needs in educational settings Open communication about autism can foster understanding among peers Language around autism should be positive and supportive General discussions about autism can help reduce bullying Empathy is crucial in understanding children's reactions Celebrating differences fosters a more inclusive environment Resources can help parents and educators communicate about autism Open conversations can lead to greater understanding among peers  Bio: Andi Putt, also known as Mrs. Speechie P, is an Autistic Speech Language Pathologist specializing in team-based Autism evaluations and neuro-affirming support. She is dedicated to empowering families and helping Autistic children understand and embrace their authentic selves while also advocating for each individual's unique needs. When she's not advocating for others, you can find her indulging in a good book, planning her next travel adventure, procrastinating literally anything, or enjoying time with her family. Links:  Andi's website: https://www.mrsspeechiep.com/ Andi's resources for talking to children about autism: https://www.mrsspeechiep.com/shop-all Andi's IG account (@mrsspeechiep): https://www.instagram.com/mrsspeechiep/?hl=en You may also be interested in these supports: Visual Support Starter Set  Visual Supports Facebook Group Autism Little Learners on Instagram Autism Little Learners on Facebook  

In this summer school episode, Dr. Jeanette Benigas and Preston Lewis, MS/SLP, unpack everything SLPs need to know about CCC reinstatement, from costs and Praxis requirements to outdated myths. Whether you're a new grad, stay-at-home mom, or seasoned clinician ready to let the CCC go, this episode breaks down the three requirements for reinstatement and what's actually worth worrying about. Plus, updates on the Fix SLP on our way to 100K contest!·Want to earn some PDHs or CEUs with a discount? Find our most up-to-date promo codes and discounts here.·We want to collaborate with YOU. If you would like to lead or join your state team, please email your name and state to states@fixslp.com.·Become a sustaining partner to support our work.·Follow us on Instagram, Facebook, and TikTok·Find all our information at fixslp.com, and sign up for our email list to be alerted to new episodes and content.·Email us at team@fixslp.com.·Leave a message on our Minivan Meltdown line! ★ Support this podcast ★

My guest today is Samantha Fox. Sam is a Speech-Language Pathologist with a Master's from Kent State University and the founder of, Beyond Speech Therapy Center, where they focus on personalized therapy and building meaningful connections with clients. As a registered Spelling to Communicate practitioner with deep expertise in Early Intervention, Sam brings a unique perspective to supporting non-speaking and minimally speaking individuals with Autism, Apraxia, and speech sound disorders. Today's episode is all about Speech-Language Pathology and Spelling to Communicate interventions. By the end, you'll have a deeper understanding of these powerful protocols.Sam Fox https://www.beyondspeechtherapycenter.com/our-teamBeyond Speech Therapy Center https://www.beyondspeechtherapycenter.com/homeFacebook https://www.facebook.com/BeyondSpeechI-ASC https://i-asc.orgOther episodes: Dr. Reza Shadmehr: Computational Motor Control & The Cerebellum https://youtu.be/LoklISzlXK8?si=AoVKbHRZ0hDDtdY0Katie Asher: Understanding Communication, Telepathy, and Spiritual Existence https://youtu.be/7FJ52cyfShg?si=gmf7PxrCajcXHkUSDaylight Computer Companyuse "autism" for $25 off athttps://buy.daylightcomputer.com/RYAN03139Chroma Iight Devicesuse "autism" for 10% discount athttps://getchroma.co/?ref=autism0:00 Sam Fox2:15 Learning about Spellers; Kaden8:55 Beyond Speech Therapy Center; Spelling 2 Communicate; I-ASC18:06 Non-Verbal, Motor Control, Apraxia, & Communication23:03 Presuming Competence in Non Speaking Individuals31:10 Impact of Communication on Behavior; The use of Spelling; Self-Injurious Behaviors40:08 Understanding Apraxia43:56 The Process of Spelling 2 Communicate50:40 Building Motor Skills for Communication57:27 Overcoming Barriers in Spelling1:02:29 The Importance of Consistency, Practice, Reasonable Expectations & Patience; Insurance Coverage1:11:58 The Leap of Faith in Spelling1:16:56 The Future of Spelling 2 CommunicateX: https://x.com/rps47586YT: https://www.youtube.com/channel/UCGxEzLKXkjppo3nqmpXpzuAemail: info.fromthespectrum@gmail.com

Please join us for 5 Things Every Parent of Neurodivergent Kids Needs to Know with Polina Shkadron.Polina is a trauma-informed speech-language pathologist, family communication and feeding expert who specializes in autism and ADHD. She uses play to engage with each child's unique perspective of the world. She earned her Master of Arts degree in Speech-Language Pathology from CUNY Queens College, where she was an adjunct lecturer for seven years. She also has a Master of Science degree in Nutrition Education from American University, which has transformed the feeding therapy aspect of her practice, particularly in the area of ARFID. With additional certifications in trauma and ADHD, Polina is an integrator of information, continuously expanding her knowledge and ensuring effective therapeutic interventionSupport the show

Want to share your feedback? Send us a message!Ali Berquez, MSc, PG Dip CT (Oxon), BRIEF Cert. SF Practice, Clinical Lead at the Michael Palin Centre for Stammering (MPC) in London, joins host Sara MacIntyre, M.A., CCC-SLP, to take listeners behind the scenes of group therapy for young people who stutter (stammer) and their parents. Think of this episode as a deep dive into the nuts and bolts of setting up, cultivating, and successfully facilitating group therapy.Ali shares the rich history and evolution of group work at MPC, highlighting its unique benefits and common challenges. She offers practical guidance on planning and structuring groups, effective facilitation strategies, and building in opportunities for ongoing support after the group ends.Woven throughout are powerful reflections from young people and parents, as well as specific activities and examples—making this episode a valuable listen for clinicians at any stage of their group therapy journey.Resources mentioned:Desensitization with Parents Podcast EpisodeSolution Focused Brief Therapy and Clinical Supervision WebinarSolution Focused Brief Therapy with Children and Young People who Stammer and their ParentsMichael Palin Centre Training OpportunitiesAli Berquez is Clinical Lead at the Michael Palin Centre for Stammering in London, UK. She works with clients of all ages who stammer and/ or clutter, including adults. As is a qualified practitioner in Cognitive Behaviour Therapy and Solution Focused Brief Therapy and integrates these methods into her clinical work with children, young people, parents and adults.  Ali is an experienced trainer who regularly delivers courses in the UK and internationally (including the Stuttering Foundation's annual Eastern Workshop in Boston). She is involved in writing, offering clinical supervision and contributing to research projects and recently completed an accreditation in clinical supervision. She is part of the scientific committee for the Oxford Stuttering and Cluttering Research Conference and a certified European Stuttering Specialist.

Welcome to episode 3 of the Fix SLP Summer School Series! Dr. Jeanette Benigas and Elizabeth Nielsen, MA/SLP, break down why the CCC is NOT a license, how to correctly sign your name as an SLP, and how putting CCC everywhere just turns you into a free ASHA billboard. We're tackling the sneaky ways this misinformation keeps spreading so you can protect your title—and your wallet. Whether you're a new grad or a seasoned pro, this is your reminder to stop advertising for ASHA and start standing up for yourself. Share it, rate it, and keep fixing the mess in our field! ★ Support this podcast ★

Hi there, and welcome back to the Autism Little Learners podcast! I'm Tara Phillips, and today I'm joined by speech-language pathologist Alexandria Zachos for an amazing conversation all about Gestalt Language Processing. We talk about how our understanding of language development has evolved, the real struggles around prompt dependence, and why a child-led approach is so important—especially for Gestalt language processors. Alexandria shares so many helpful insights, including how we can better support these communicators by building authentic connections and honoring all the ways they express themselves. Whether you're a therapist, teacher, or parent, this episode is packed with practical strategies to encourage spontaneous language and support meaningful communication. I'm so excited for you to hear this one! Takeaways Gestalt Language Processing is a natural way of developing language. Many SLPs are unaware of Gestalt Language Development despite its long history. Prompt dependence often stems from traditional teaching strategies. Child-led therapy is essential for fostering spontaneous communication. Silence can be a powerful tool in therapy sessions. Acknowledging all forms of communication builds trust with children. Using a child's Gestalt can enhance engagement and communication. Therapists should focus on the child's interests to promote language use. It's never too late to shift from prompt dependence to child-led approaches. Building authentic relationships is key to effective communication. Bio Alexandria Zachos is the founder, clinical director, owner, and senior speech-language pathologist with Social Butterfly Inc. and Meaningful Speech® She has been a practicing SLP for 21 years and has worked extensively with gestalt language processors since 2016, utilizing Blanc's Natural Language Acquisition protocol. She educates SLPs, parents, and related professionals through her social media platforms, podcasts, blogs, and her internationally acclaimed courses on http://Meaningfulspeech.com/. When she's not wearing her SLP hat she enjoys reading fiction, walking in the woods and spending time with her husband and daughters around Chicagoland. Links Meaningfulspeech.com for everything! https://www.meaningfulspeech.com/free-resources for our free masterclass, free AAC+GLP beginner's guide, our blog, research & resources, podcasts, interviews, and webinars http://meaningfulspeech.com/course for our internationally acclaimed original GLP + child-led course (now over 30+ PDH and all USA SLPs need for their 3-year ASHA cycle!) http://meaningfulspeechregistry.com/ to find a local SLP who has GLP knowledge and can see your child locally. SLPs are invited to join after taking our course and passing the multiple choice and written exam with 80% or higher (feedback provided!). Must be able to take private clients. Not a list of those who have taken the course! http://meaningfulspeech.com/AAC-course for a direct link to our AAC+GLP course. Our instructor, Laura Hayes, is an AAC specialist and will teach you how to modify any AAC system for the GLP. We also have bonus modules showing specific recommendations for most AAC apps/devices currently being sold or offered for free. You may also be interested in these supports Visual Support Starter Set  Visual Supports Facebook Group Autism Little Learners on Instagram Autism Little Learners on Facebook  

In this episode, I had the absolute honor of speaking with Dr. Barry Prizant—renowned speech-language pathologist and author of the best-selling book Uniquely Human. We talked about how the field of autism education is shifting away from compliance-based approaches and moving toward more compassionate, relationship-centered models.  Dr. Prizant shared powerful insights about emotional regulation, storytelling, and the importance of truly listening to the lived experiences of autistic individuals. We also explored topics like non-speaking communication, the SCERTs model, and how collaboration among educators and families can create lasting change. This conversation left me feeling inspired and hopeful about the future of autism education, and I just know you will feel the same! Bio Barry M. Prizant, PhD, CCC-SLP is recognized as among the world's leading scholars on autism and as an innovator of respectful, person- and family-centered approaches. He is Director of Childhood Communication Services, Adjunct Professor of Communicative Disorders at the University of Rhode Island, and has fifty years of experience as an international consultant and researcher. Barry has published five books, 150 articles/chapters, and is co-author of The SCERTS Model, now being implemented internationally. He was a two-time featured presenter at the UN World Autism Awareness Day, with more than 1000 presentations internationally. Barry's book Uniquely Human: A Different Way of Seeing Autism (2022) is the best-selling book on autism since 2015, published in 26 languages and ranked by Book Authority as #1 of the “100 best books on autism of all time”. Barry co-hosts a podcast, Uniquely Human: The Podcast, with his friend, Dave Finch, an autistic audio engineer. Dr. Barry Prizant's Links: Website: https://barryprizant.com/ Uniquely Human Podcast: https://podcasts.apple.com/us/podcast/uniquely-human-the-podcast/id1532460901 Uniquely Human Book: https://amzn.to/4e5VWZN The Scerts Model Books: https://amzn.to/4kFpbF5 DRBI (Developmental Relationship-Based Intervention) Interview: https://podcasts.apple.com/us/podcast/uniquely-human-the-podcast/id1532460901?i=1000711834231 Autistic Self Advocacy Network (ASAN): https://autisticadvocacy.org/ Amy Laurent Ted Talk “Compliance Is Not The Goal”: https://www.ted.com/talks/amy_laurent_compliance_is_not_the_goal_letting_go_of_control_and_rethinking_support_for_autistic_individuals?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare Thinking Person's Guide To Autism: https://thinkingautismguide.com/ David Finch Website: https://davidjfinch.com/ Ros Blackburn & Sigourney Weaver Interview: https://uniquelyhuman.com/2021/04/23/logically-illogical-an-interview-with-ros-blackburn-with-special-guest-sigourney-weaver/ Takeaways Dr. Barry Prizant has a rich background in speech language pathology and autism advocacy. His book 'Uniquely Human' emphasizes storytelling and compassionate approaches to autism. Connecting with families and understanding their experiences is crucial for professionals. Reflective practice is essential for educators to improve their connections with students. Changing the narrative around autism is vital for acceptance and understanding. Evidence-based practices must consider the lived experiences of autistic individuals. Understanding autistic behaviors as human responses can lead to more effective support.  Evidence-based practice includes more than just peer-reviewed research. Parents' intuitions should be respected in therapeutic settings. Behavior analytic approaches often overlook emotional and social development. Compliance-based methods can lead to the dehumanization of autistic individuals. Building trust is essential for effective communication with children. Listening to autistic voices is crucial in shaping educational practices. You may also be interested in these supports Visual Support Starter Set  Visual Supports Facebook Group Autism Little Learners on Instagram Autism Little Learners on Facebook  

Want to share your feedback? Send us a message!Daniel Shaw, M.S., CCC-SLP, joins host Sara MacIntyre, M.A., CCC-SLP, for a special mini-series introducing listeners to a range of counseling approaches and their potential applications within stuttering therapy. Throughout the series, Daniel shares his extensive knowledge and go-to resources, offering a foundational overview of each approach, practical examples of how they can be integrated into stuttering therapy, and recommendations for those looking to dive deeper into further learning. This third and final episode of the three-part series focuses on Dialectical Behavioral Therapy (DBT). Check out the previous two episodes of the series for more on SFBT and Motivational Interviewing!Resources:Building a Life Worth LivingDialectical Behavioral Therapy ManualDialectical Behavioral Therapy Skills: 101 Mindfulness Exercises for Children and AdolescentsBio: Daniel Shaw, M.S., CCC-SLP, is a speech-language therapist at the Vanderbilt Bill Wilkerson Center in Nashville, TN, where he serves children, teens, and adults who stutter (along with their families). He serves as the stuttering team lead and is the associate director of Camp TALKS, a summer day-camp for children who stutter. His other passion involves young children with autism. He is a classroom lead in the Preschool For Children With Autism and is member of the autism diagnostic team. He loves to read, write, teach, and expose his children to the arts.

Welcome to Episode 1 of the Fix SLP Summer School series—where we're schooling the system all summer long. Preston Lewis, MS/SLP, and private practice owner Elizabeth Nielsen, MA/SLP, tackle a key question: Do you really need the CCC in private practice? Elizabeth shares how dropping the CCC had zero impact on billing, referrals, or her waitlist—even with major payers like Blue Cross Blue Shield.They also break down ASHA's livestream response to the CMS rule changes, discuss tone policing in advocacy, and introduce Fix SLP's action plan: a letter to CMS Administrator Dr. Oz requesting a two-year delay. This episode is for private practitioners, Clinical Fellows, and anyone rethinking the CCC. Download your letter and take action at fixslp.com.Want to earn some PDHs or CEUs with a discount? Find our most up-to-date promo codes and discounts here.Want to lead or join your state team? Email your name and state to states@fixslp.com.Become a sustaining partner to support our work.Follow us on Instagram, Facebook, and TikTokFind all our information at fixslp.com, and sign up for our email list to be alerted to new episodes and content.Email us at team@fixslp.com.Leave a message on our Minivan Meltdown line! ★ Support this podcast ★

Welcome back to Home Base Nation! This is our sixth episode in a series where we talk with some of the folks at Home Base who wake up every day with the same mission in mind, regardless of their role at the Center of Excellence in the Navy Yard and beyond. Over the next several weeks, we will share the staff conversations I had with some of the hardworking professionals at Home Base who help treat the invisible wounds of veterans and military families. We have published 120 episodes since 2019. For this new season, we thought it would be a good idea to look back on some of the highlights of our conversations and select 20 episodes that resonated with veterans, service members, military families, and the civilians who support them.But first up, you'll hear from some of the folks at Home Base who wake up every day with the same mission in mind, no matter what they do at the Center of Excellence in the Navy Yard and beyond. For this episode, you will hear a brief conversation with Grace O'Halloran, a Speech Language Pathologist on the Brain Health Team at Home Base. A University of New Hampshire graduate, Grace earned her Master's in Speech-Language Pathology in 2023 at the MGH Institute of Health Professions.Following my conversation with Grace, you'll hear one of our first episodes on the show featuring Marine Veteran Kirstie Ennis. In her second deployment to Afghanistan in June 2012, Kirstie sustained polytraumatic injuries from a helicopter crash, including traumatic brain injury, facial and spine injuries, and leg trauma that eventually left her with an amputation above the knee.After being injured overseas, Kirstie went on to become a Paralympian snowboarder, a proud contestant at Prince Harry's 2016 Invictus Games, a Pat Tillman Awardee for Service, and a member of a Veteran team on a 1,000-mile trek across Great Britain with the organization Walking With The Wounded.She continues to push herself every day while giving back to others through mountaineering and world travel. Since 2016, Kirstie set out to climb the Seven Summits (the highest peaks on every continent) and has so far climbed six of them.In Honor of National Women Veterans Recognition Day on June 12th, we are thrilled to re-run this Episode with Kirstie.

Want to share your feedback? Send us a message!Daniel Shaw, M.S., CCC-SLP, joins host Sara MacIntyre, M.A., CCC-SLP, for a special mini-series introducing listeners to a range of counseling approaches and their potential applications within stuttering therapy. Throughout the series, Daniel shares his extensive knowledge and go-to resources, offering a foundational overview of each approach, practical examples of how they can be integrated into stuttering therapy, and recommendations for those looking to dive deeper into further learning. This second episode of the three-part series focuses on Motivational Interviewing. Tune in for one more episode this month, releasing next Tuesday!Resources:Motivational Interviewing in HealthcareMotivational Interviewing in the SchoolsMotivational Interviewing: Helping People ChangeOn Second Thought: How Ambivalence Shapes Your LifeBio: Daniel Shaw, M.S., CCC-SLP, is a speech-language therapist at the Vanderbilt Bill Wilkerson Center in Nashville, TN, where he serves children, teens, and adults who stutter (along with their families). He serves as the stuttering team lead and is the associate director of Camp TALKS, a summer day-camp for children who stutter. His other passion involves young children with autism. He is a classroom lead in the Preschool For Children With Autism and is member of the autism diagnostic team. He loves to read, write, teach, and expose his children to the arts.

CMS didn't create a new rule—they just enforced an old one in a new way. And it's exposing the weakness in our entire clinical fellowship (CF) model. In this episode, Dr. Jeanette Benigas and Preston Lewis, MS/SLP, explain how ASHA's CF requirement has now become a national liability, why CMS won't listen to petitions, and what Fix SLP is doing instead. From the collapse of provisional licensure to a bold plan to rewrite state policies, this is the real story behind what's shaking up SLP right now.We're not asking CMS to reverse course—we're asking for a delay while we fix the problem ourselves. This is your call to action.Find Fix SLPs resources for students and new grads here.Want to earn some PDHs or CEUs with a discount? Find our most up-to-date promo codes and discounts here.Want to lead or join your state team? Email your name and state to states@fixslp.com.Become a sustaining partner to support our work.Follow us on Instagram.Find all our information at fixslp.com, and sign up for our email list to be alerted to new episodes and content.Email us at team@fixslp.com.Leave a message on our Minivan Meltdown line! ★ Support this podcast ★

Want to share your feedback? Send us a message!Daniel Shaw, M.S., CCC-SLP, joins host Sara MacIntyre, M.A., CCC-SLP, for a special mini-series introducing listeners to a range of counseling approaches and their potential applications within stuttering therapy. Throughout the series, Daniel shares his extensive knowledge and go-to resources, offering a foundational overview of each approach, practical examples of how they can be integrated into stuttering therapy, and recommendations for those looking to dive deeper into further learning. The series begins with Solution Focused Brief Therapy (SFBT). Tune in for two more episodes this month, releasing on the next two Tuesdays!Resources mentioned:Tools for Success- A Solution Focused Brief Therapy TasterSolution Focused Brief Therapy with Children and young People Who Stammer and their Parents: A Practical Guide from the Michael Palin CentreSolution Focused Brief Therapy and Clinical SupervisionPrevious Podcast Episodes with SFBT componentsThe Focus on Solutions1001 Solution Focused QuestionsUsing Emotions in Solution Focused TherapyBio: Daniel Shaw, M.S., CCC-SLP, is a speech-language therapist at the Vanderbilt Bill Wilkerson Center in Nashville, TN, where he serves children, teens, and adults who stutter (along with their families). He serves as the stuttering team lead and is the associate director of Camp TALKS, a summer day-camp for children who stutter. His other passion involves young children with autism. He is a classroom lead in the Preschool For Children With Autism and is member of the autism diagnostic team. He loves to read, write, teach, and expose his children to the arts.

Fix SLP was never just about making noise—it was built to challenge systems that gatekeep, exploit, and mislead. In this foundational episode, Dr. Jeanette Benigas and Preston Lewis, MS/SLP, explain why the CCC isn't just unnecessary—it might be illegal.We walk through the Sherman Antitrust Act, our official complaint to the Federal Trade Commission (FTC), and how we allege ASHA's CCC requirement may violate federal law by restricting access to jobs, supervision, and professional advancement in speech-language pathology.We expose the financial structure behind ASHA's business model, the myth of the clinical fellowship year, and how the CCC props up a pay-to-play system that disproportionately harms new grads, small business owners, and anyone without institutional backing.This is the legal case that lit the fire behind Fix SLP, and we're just getting started.Find Fix SLPs resources for students and new grads here.Want to earn some PDHs or CEUs with a discount? Find our most up-to-date promo codes and discounts here.Want to lead or join your state team? Email your name and state to states@fixslp.com.Become a sustaining partner to support our work.Follow us on Instagram.Find all our information at fixslp.com, and sign up for our email list to be alerted to new episodes and content.Email us at team@fixslp.com.Leave a message on our Minivan Meltdown line! ★ Support this podcast ★

Ever wondered if your child needs speech therapy or are you curious about what your child really needs to know before entering kindergarten? Tune in for an engaging episode this week as Rebecca Drory, a speech language pathologist, dive into the unique world of speech pathology. As the owner and founder of Bespoke Speech, a distinguished private speech therapy practice in Midtown Toronto, Rebecca has made it her mission to empower parents and caregivers in supporting their children's communication skills. You don't want to miss this week's episode as we explore all you need to know about the field of speech therapy, including what role parents play in speech therapy, what speech sounds are, and who the ideal patient is for speech therapy..✨This episode is sponsored by Embodia https://www.embodiaapp.com/ - use code momstrength to save $20 off your first month's Tier 3 membership..Connect with Rebecca:—Instagram @bespoke.speech—Website https://www.bespokespeech.ca/.Connect with Surabhi:—Find Surabhi on Instagram or Facebook @thepassionatephysio—Website: https://www.thepassionatephysio.ca

Hey Friends~  The language you use  may be LESS effective  than you want!  When we change HOW and WHAT we say, our communication becomes more effective.  Today's guest, Polina Shkadron, is a fellow Speech Language Pathologist who has a wealth of knowledge and experience.   She guides us to focus on the LANGUAGE that helps our kids engage in play - and with you - and teaches us how to create a language-rich environment naturally, and at home.  No matter the age or skills of you or your child, the information in this episode will be fun and delightful,  eye-opening, and capture your attention. You are sure to get lots of ideas of what you can do with your kiddos at home and classrooms to grow them in their communication skills.  Always cheering you on!  Dinalynn CONTACT the Host, Dinalynn:  hello@thelanguageofplay.com   ABOUT THE GUEST:    Polina is a NYC based neuro-divergent therapist specializing in helping Autistic and ADHD kids find their strengths. She uses play to engage with each child's unique perspective of the world. Understanding the why is not enough, you also need knowledge of the how. That's one of the reasons Polina coaches parents and ND kids using the latest brain-based research and a cross-disciplinary approach. Polina earned her Master of Arts degree in Speech-Language Pathology from CUNY Queens College, where she was an adjunct lecturer for 7 years. She also has a Master of Science degree in Nutrition Education from American University, which has transformed the feeding therapy aspect of her practice. With additional certifications in trauma and ADHD, Polina is an integrator of information, expanding her knowledge and ensuring effective therapeutic intervention.   CONTACT THE GUEST:  IG/FB: @playtolearnconsulting website: https://playtolearnconsulting.com/ Freebie link: https://playtolearnconsulting.com/resources/     YOUR NEXT STEPS: Send Dinalynn a thought or question!  hello@thelanguageofplay.com FREEBIES:    Discovery Call:  https://calendly.com/hello-play/discovery-session 5 Ways To Get Your Kids To Listen Better: https://dinalynnr.systeme.io/7ca5ce43-d436ea91 21 Days of Encouragement:  https://dinalynnr.systeme.io/1-21signup Sign up for the Newsletter:  https://dinalynnr.systeme.io/newsletter-optin   ** For Speaking Engagements, Workshops, or Parent Coaching (virtual or live), contact me at hello@thelanguageofplay.com    If You Liked This Episode, You Will Want To Listen To These Episodes: 81 How Your Direction Isn't Clear, Even Though You Think It Is! It's Time to Notice! 141 How Do You Inadvertently Build Doubt Into Your Child?  Here's One Way To Change Doubt Into Confidence!  155 Does Your Language Build Courage In Your Child? Here Are 12 Examples of Courage-Building Phrases!   MAY IS BETTER SPEECH, LANGUAGE, AND HEARING MONTH SERIES:  212 From Non-verbal To Verbal To Speaking On a Podcast! Sound Advice from Marsh Naidoo About Building Capacity 213 Dr. Richelle Whittaker: Raising Boys? What Every Boy-Mom Needs to Know To Build Open Communication And Emotional Connection 214 Wonder About Stuttering and Fluency? Jason Heffler Shares What Is Helpful From Personal Experience 215 Suzanne Culberg: Downplayed and Dismissed? Seeking Help For Your Child   Traveling with kids?   BabyQuip is the #1 baby gear rental service, and a total game changer for families who don't want to haul bulky gear while traveling! Follow this link for a BabyQuip Provider where you travel:  https://www.babyquip.com?a=7486bd3

05/25/25The Healthy Matters PodcastS04_E16 - We're Talkin' Speech-Language PathologyWith Special Guest:  Adam Terrell, MSWhen it comes to the field of Speech Pathology, we might tend to think it's all about helping people with the challenges of a stutter or helping kids get out a proper "R" sound - but it turns out there's a lot more to it!  Communication is a 2-way street, and there can be a lot to manage when it comes to speaking, listening and retaining information.  From a child struggling to say their first words, to stroke survivors, a Speech-Language Pathologist (SLP) can be essential to opening up the doors of language and communication.But it turns out there's even more to it - and joining us on Episode 16 of our show is Adam Terrel (MS).  He's a SLP at Hennepin Healthcare and he'll walk us though what the job is really like in a hospital setting and the variety of patients helped by the work of SLPs.  We'll cover everything, from diagnosing swallowing issues to therapies and outcomes for those looking to regain their voice.  Communication is an essential part of our lives and whether you're a parent, a patient or just curious about the world of Speech-Language Pathology, you've come to the right place.  Let's get talking!American Speech-Language-Hearing Association  I  ASHA.orgWe're open to your comments or ideas for future shows!Email - healthymatters@hcmed.orgCall - 612-873-TALK (8255)Get a preview of upcoming shows on social media and find out more about our show at www.healthymatters.org.

We're diving into the latest scoping review of the impact of intervention focused on reducing echolalia for children with Autism. We must ask: Is echolalia something to embrace or extinguish to optimize outcomes? Learn how to improve outcomes by capitalizing on echolalia using the SIS Membership activities and treatment targets. Join at https://www.kellyvess.com/sis Source: Dinello, A., & Gladfelter, A. (2025). Intervention techniques targeting echolalia: A scoping review. American Journal of Speech-Language Pathology, 34(3), 1528–1543. https://doi.org/10.1044/2025_ajslp-24-00211

In this episode, I sit down with Jordan Garrett, a special education teacher from the UK and the creator behind Sensory Classroom. We talk about what it really takes to support autistic students with high support needs—especially during group time. Jordan shares how success isn't about getting everyone to sit and comply, but about building trust, meeting sensory needs, and creating a safe, engaging space where students can come and go as they're ready. From empowering teaching assistants to embracing the messy, beautiful moments of connection, this conversation is full of encouragement for anyone supporting young autistic learners. Bio Jordan is a Specialist Education Teacher in the UK. She works with minimally speaking autistic and PMLD pupils aged 3-11. She has been teaching SEND for over 15 years and has a passion for teaching through sensory-based practices. Links Website: https://www.sensoryclassroom.org/ IG: https://www.instagram.com/sensoryclass FB: https://www.facebook.com/share/12GJEC6CtKK/?mibextid=wwXIfr YouTube: https://youtube.com/@sensoryclassroom?si=8m3kfc5KrsElJB3n TIkTok: https://www.tiktok.com/@sensoryclass?_t=ZN-8ufHEg4949W&_r=1 Podcast: https://sensoryclassroom.org/pages/podcast Takeaways Micro-trainings are effective for paraprofessionals and teaching assistants Sensory regulation is crucial for effective communication and learning. Success in special education is not about compliance but about connection and engagement. Lessons should be flexible and responsive to students' needs. Modeling behaviors and strategies is essential for teaching assistants. Creating a safe and engaging environment fosters better learning outcomes. Intuitive teaching can lead to more meaningful connections with students. Patience is key and results may take time. Building relationships with students is fundamental to their success.  Creating a safe space fosters trust and engagement. Engagement can be measured through moments of connection. Songs and music can enhance predictability and comfort in learning. Predictability helps reduce anxiety in new environments. Group sessions should be short and engaging to maintain interest. Every child is unique, requiring tailored approaches to learning. You may also be interested in these supports: Visual Support Starter Set  Visual Supports Facebook Group Autism Little Learners on Instagram Autism Little Learners on Facebook

Are staffing agencies and investor-backed companies pocketing the profits while you do the work? In this episode, Dr. Jeanette Benigas, SLP, and Preston Lewis, MS/SLP sit down with Elise Mitchell, MS/SLP, founder of The Therapist Support Network, to expose how contracting puts the power—and the paycheck—back in your hands. Whether you're in schools, hospitals, or private practice, learn how SLPs are building income, autonomy, and stability by cutting out the middleman. We cover how to pitch contracts, what to charge, and why provider-run businesses are the future of speech-language pathology.Don't forget to download and listen to The Guide to Setting Your Rate for School Contracts and show Elise some love with a ⭐️⭐️⭐️⭐️⭐️ and review so even more SLPs can find her information.Want to earn some PDHs or CEUs with a discount?The Therapist Support Network is cheering on Fix SLP! Save 10% on every course with code FixSLP—because support should be smart and affordable.Find our most up-to-date promo codes and discounts here.Want to lead or join your state team? Email your name and state to states@fixslp.com.Become a sustaining partner to support our work.Follow us on Instagram.Find all our information at fixslp.com and sign up for our email list to be alerted to new episodes and content.Email us at team@fixslp.com.Leave a message on our Minivan Meltdown line! ★ Support this podcast ★

In this episode of the We Talk Health Podcast, we sit down with Adrienne Wagster, M.S. CCC-SLP, a Speech Language Pathologist (SLP) with West Tennessee Healthcare, to shine a light on the vital work done by SLPs.May is Better Hearing and Speech Month, a perfect time to learn how speech therapy can be just as life-changing as physical or occupational therapy. Adrienne explains what speech-language pathology really involves — from helping children with developmental delays to working with adults recovering from strokes, brain injuries, or other neurological conditions.Whether you're curious about how speech therapy works, wondering if it could benefit a loved one, or just want to understand more about this fascinating and essential healthcare profession, this episode has something for you.Guest:Adrienne Wagster, M.S. CCC-SLPSpeech Language PathologistHost:Kara MobleySocial Media CoordinatorResources:West Tennessee Healthcare Speech Therapy ServicesPediatric Speech Therapy - Dyersburg

Ready to finally understand what you're really getting paid—and what's being kept from you in SLP job listings? In this jaw-dropping episode, Dr. Jeanette Benigas, SLP and Preston Lewis, MS/SLP sit down with Dr. Meredith Harold, SLP, founder of Informed SLP and Informed Jobs, to expose the hidden red flags in speech-language pathology job postings, the illusion of hourly pay, and the myth of wage transparency in our field. You'll learn why your “$60/hour” offer might mean you're actually earning less than $30/hour, how to decode the difference between W-2 vs. 1099 pay, and what employers aren't telling you about QA paperwork, mileage, and productivity demands.

Send us an email @ info@parentcoachesunleashed.com In this special one-year anniversary episode of Parent Coaches Unleashed, Carrie & Jessica dive deep into the journeys of moms who have reinvented themselves after years of parenting. With Mother's Day around the corner, the episode shines a light on moms who made bold pivots—leaving careers, embracing new passions, and figuring out how to balance their own evolution while raising teens and young adults.You'll meet three inspiring guests:Ilise Litwin, a University of Florida graduate and Therapeutic Recreational Specialist known as the Fiery Redhead, has a diverse background in mental health, podcasting, writing, and motivational speaking. Her extensive experience across various populations equipped clients with coping skills. She hosts the "Wide Open Spaces with Ilise" podcast, authored "Wanderlust Within," and delivers impactful motivational talks.South Florida artist, mother, and entrepreneur Kelly Merkur, who holds a BFA in Fiber Art/Textile Design, returned to her creative passions through painting after raising her daughters and working as a textile designer. Her vibrant, layered pieces, driven by color, texture, and experimentation, bring her joy and aim to emotionally resonate with viewers.Michele Baron, an Integrated Health Coach with a Master's in Speech-Language Pathology, helps clients make lifestyle shifts, improve nutrition, and transform unhealthy habits for optimal health through support and understanding of the mind-body-food connection. As a mother who personally helped her daughter with digestive issues, Michele deeply understands the far-reaching impact of chronic illnesses on individuals and families.TakeawaysPassions change—and that's okayVulnerability is powerfulFamily conversations matterTimestamps00:00 Reinventing Life After Motherhood05:42 Career Transition to Coaching & Podcasting15:24 Pursue Meaningful Work Passionately17:11 Holistic Health and Skincare Coach22:39 Daily Social Media Routine30:28 Organic Creativity Rediscovery36:52 Balancing Motherhood and Career Dreams39:15 Flexible Parenting and Modern Work Dynamics46:45 Single Mom: Rec Therapist Journey50:25 "Evolving Mental Health Podcast Journey"57:54 "Embracing Self-Validation for Influence"01:02:39 Listening to a Frustrated Child01:08:17 Overcoming Fear for Family Pride01:09:42 Midlife Passion and Renewal

Change doesn't come by asking nicely—it comes by saying NO when it matters most. In this episode, we're taking a hard look at boundaries, advocacy, and why protecting yourself is non-negotiable. Dr. Jeanette Benigas, SLP, and Preston Lewis, MS/SLP, listen to real-world stories from clinicians who stood their ground against unsafe workplaces, unethical demands, and toxic cultures. From walking away from dangerous jobs to refusing to alter documentation under pressure, you'll hear raw, unfiltered experiences that show why knowing when—and how—to say "no" is a critical skill in today's speech-language pathology landscape. This is your blueprint for reclaiming your power, setting unapologetic boundaries, and building a career you're proud of.Because fixing SLP means fixing how we are treated, and it starts with you.Want to earn some PDHs or CEUs? Get affordable, expert-led continuing education with Med SLP Gap! Use code FixSLP for 10% off every course—every time.Use code FIXSLP10 for a $10 discount coupon off the Professional level subscription at Speech Therapy PD (and set up a FREE account to begin using the CU tracker while you are there).Learn from Jeanette on Medbridge and use code BENIGAS to get over $100 off. Want to lead or join your state team? Email your name and state to states@fixslp.com.Become a sustaining partner to support our work.Follow us on Instagram.Find all our information at fixslp.com and sign up for our email list to be alerted to new episodes and content.Email us at team@fixslp.com.Leave a message on our Minivan Meltdown line! ★ Support this podcast ★

SLPAs are everywhere, but are states ready for them? From total chaos to silent overreach, this episode examines the regulatory mess that's leaving clinicians confused and patients at risk. Dr. Jeanette Benigas, SLP, and Elizabeth Nielsen, MA/SLP, question the shocking inconsistencies in SLPA and SLP aide requirements across the U.S.—from untrained aides treating medically fragile patients to CCC-tethered supervision rules that sneak ASHA back into the mix.We're talking state policy, gatekeeping, and what happens when no one's steering the ship. Whether you're supervising, working alongside, or are an SLPA, this episode pulls back the curtain on what's broken—and what Fix SLP suggests doing about it. You'll also hear about our 50-state SLPA regulation spreadsheet and how you can help shape what's next. This is the episode your licensing board hopes you never hear.Visit fixslp.com to access the SLPA regulation spreadsheet, or record your own Minivan Meltdown.Want to earn some PDHs or CEUs? Get affordable, expert-led continuing education with Med SLP Gap! Use code FixSLP for 10% off every course—every time.Use code FIXSLP10 for a $10 discount coupon off the Professional level subscription at Speech Therapy PD (and set up a FREE account to begin using the CU tracker while you are there).Learn from Jeanette on Medbridge and use code BENIGAS to get over $100 off. Want to lead or join your state team? Email your name and state to states@fixslp.com.Become a sustaining partner to support our work.Follow us on Instagram.Find all our information at fixslp.com and sign up for our email list to be alerted to new episodes and content.Email us at team@fixslp.com.Leave a message on our Minivan Meltdown line! ★ Support this podcast ★

I remember the first time I “Marie Kondoed” my therapy room and got rid of materials that were published before I was born. There were shelves of things I never used, and having so many options created unnecessary decision fatigue every time I sat down to plan my week ahead. Over time, I started investing in knowledge instead of flashcards and games. I found my students did better when I kept it simple. I thought my students would be bored, but they actually became more engaged and independent. That's why I was so excited to talk with Marisha Mets from SLP Now, who shares my passion for systems and frameworks that don't require complicated materials. Marisha Mets earned her Master's degree in Speech-Language Pathology from the University of Washington. She has worked as a school-based SLP and shares therapy ideas and resources on her blog (SLP Now). Marisha also developed a membership for SLPs that includes digital tools and resources to streamline evidence-based therapy, including a one-stop caseload management solution that currently supports thousands of SLPs. In this conversation, we discuss:✅How to manage both physical clutter and mental clutter.✅Identifying the point of diminishing returns when it comes to organizing.✅Deciding when to use a batching process vs. habit stacking. ✅Defining the “containers” you use to manage your workflow and your workspace.✅How to identify your “staples”.✅Investing in materials vs. knowledge/skills. You can connect with Marisha on LinkedIn here: https://www.linkedin.com/in/marisha-mets-9aa396133/Follow her on Facebook here: https://www.facebook.com/slpnowFollow her on Instagram here: https://www.instagram.com/slpnow/ Listen to my episode on the SLP Now Podcast here: https://slpnow.com/blog/how-to-write-iep-goals-an-expert-guide-for-slps/Learn more about SLP Now and read Marisha's free blog posts here: https://slpnow.com/The following resources were mentioned in this episode:“Outer Order, Inner Calm” by Gretchen Rubin: https://gretchenrubin.com/books/outer-order-inner-calm/“Atomic Habits” by James Clear: https://jamesclear.com/atomic-habitsIn this episode, I mentioned Language Therapy Advance Foundations, my program that helps SLPs create a system for language therapy. You can learn more about Language Therapy Advance Foundations here: https://drkarenspeech.com/languagetherapy/

This week on the Autism Little Learners Podcast, I'm bringing back a powerful and important conversation with Emily Byers Chaney, SLP — and it felt like the perfect time to revisit it during Autism Acceptance Month.