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SLP Nerdcast

Kate Grandbois, MS, CCC-SLP, BCBA, LABA; Amy Wonkka, MA, CCC-SLP.

SLP Nerdcast offers ASHA CEUs through podcasts and online learning. We discuss clinical issues and best practices relevant to speech and language pathologists… kind of like a conference in your car.
All of our online SLP courses can be used towards earning your 30 hours of required professional development. Simply choose the episode or course of your choice and head to the corresponding short post-test to earn your certificate of attendance and ASHA CEUs.
SLP Nerdcast. A great resource for SLP Continuing Education.
Become a Nerdcast SLP Member and save 10% on annual membership with code PODCAST10
https://bit.ly/SLPNerdcastMembership

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  • 22 episodes
  • fortnightly
  • Avg 33 min
  • English

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  • Today · 34 min

    The Importance of Interprofessional Collaborative Practice in Brain Injury

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: The Importance of Interprofessional Collaborative Practice in Brain Injury Get 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/the-importance-of-interprofessional-collaborative-practice-in-brain-injury-abje0178 Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save. Learning Objectives: Define and explain the benefits of Interprofessional Collaborative Practice (ICP) in post brain injury rehabilitation and care. Describe the barriers and analyze the negative impacts that fragmented care and communication have on patient satisfaction and recovery. Identify and highlight the role of the patient and family in the ICP team. Describe and identify practical strategies and ways to advocate for Interprofessional Collaborative Practice across the entire care team inclusive of the patient and family. References & Resources: American Speech-Language-Hearing Association. (2016). Code of Ethics [Ethics]. Available from www.asha.org/policy/. American Occupational Therapy Association. (2024). Interprofessional collaborative practice: Importance across populations and settings. American Journal of Occupational Therapy, 78(Suppl. 1), 7810410140. https://doi. org/10.5014/ajot.2024.78S107 American Occupational Therapy Association. (2022). Importance of interprofessional education for occupational therapy. American Journal of Occupational Therapy, 76(Suppl. 3), 7613410250. https://doi.org/ 10.5014/ajot.2022.76S3007 Bruce, S. M., & Bashinski, S. M. (2017). The TRIFOCUS framework and Interprofessional Collaborative Practice in severe disabilities. American Journal of Speech-Language Pathology, 26(2), 162–180. Cooper-Duffy, K., & Eaker, K. (2017). Effective team practices: Interprofessional contributions to communication issues with a parent’s perspective. American Journal of Speech-Language Pathology, 26(2), 181–192. IPEC. (2022). IPEC Core Competencies. Www.ipecollaborative.org. https://www.ipecollaborative.org/ipec-core- competencies Larsson-Lund, M., Pettersson, A., & Strandberg, T. (2022). Team-based rehabilitation after traumatic brain injury: A qualitative synthesis of evidence of experiences of the rehabilitation process. Journal of Rehabilitation Medicine, 54. Ogletree, B. T., Brady, N., Bruce, S., Dean, E., Romski, M., Sylvester, L., & Westling, D. (2017). Mary’s case: An illustration of interprofessional collaborative practice for a child with severe disabilities. American Journal of Speech-Language Pathology, 26(2), 217–226. Ogletree, B. T. (2017). Addressing the communication and other needs of persons with severe disabilities through engaged interprofessional teams: Introduction to a clinical forum. American Journal of Speech-Language Pathology, 26(2), 157–161. While, L. W., Smith, K. G., Batess, C., Saale, B., Drake, S. M., Thomspon, T., & Davis , T. M. (2024). The Bright Ideas TBI Camp: fostering innovation in interprofessional education and collaborative practice for traumatic brain injury by students in rehabilitation professions. JOURNAL OF INTERPROFESSIONAL CARE, 38(6), 1140–1146. https://doi.org/https://doi.org/10.1080/13561820.2024.2395970 ©️ 2024 Taylor & Francis Group, LLC World Health Organization. (n.d.). Framework for action on Interprofessional Education & Collaborative Practice. World Health Organization. https://www.who.int/publications/i/item/framework-for-action-on-interprofessional-education-collaborative-practice

  • September 7 · 33 min

    Practical and Systems-Level Strategies to Address SLP Burnout

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Practical and Systems-Level Strategies to Address SLP Burnout Get 0.1 ASHA CEUs and view the full course landing page: Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save. Learning Objectives: Identifying at least three research-supported contributors to burnout specific to speech-language pathology practice. Comparing Individual-level coping strategies with systems-level interventions that influence workplace sustainability. Designing one actionable strategy to address burnout risk within their current professional setting. References & Resources: Ruiz-Fernández, M. D., Ramos-Pichardo, J. D., Ibanez-Masero, O., & Carmona-Abellan, M. M. (2020). Burnout in speech and language therapists: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 17(18), 6668. Giddens, K., Kelly-Campbell, R., & Naswall, K. (2022). Compassion satisfaction, occupational stress, burnout syndrome, and resilience among experienced audiologists. American Journal of Audiology, 31, 1078-1087. Hines, T. (2026). The Effectiveness of Specific Resilience Strategies in Reducing Burnout Among Speech-Language Pathologists: A Quantitative Study. [Manuscript in Preparation] ASHA. (2024). Workforce and professional issues in speech-language pathology. Ewen, C., Jenkins, H., Jackson, C., Jutley-Neilson, J., & Galvin, J. (2021). Well-being, job satisfaction, stress and burnout in speech-language pathologists: A review. International Journal of Speech-Language Pathology, 23, 180-190. Marante, L., Hall-Mills, S., & Farquharson (2022). School-based Speech-Language Pathologists’ stress and burnout: A cross-sectional survey at the height of the COVID-19 pandemic. Language, Speech, and Hearing Services in Schools, 34. 456-471. Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. McCann, C., Beddoe, E., McCormick, K., Huggard, P., Kedge, S., Adamson, C., & Huggard, J. (2013). Resilience in the health professions: a review of recent literature. International Journal of Wellbeing, 3(1), 60-81. Rothbart, A. and Sohlberg, M. (2021). Resilience as a mainstream clinical consideration for speech-language pathologists providing post–acquired brain injury neurorehabilitation. Perspectives of the ASHA Special Interest Groups, 6(5), 1026-1032. Wu, G., Feder, A., Cohen, H., Kim, J., Calderon, S., Charney, D., & Mathe, A. (2013). Understanding resilience. Frontiers in Behavioral Neuroscience, 7, 1-15

  • May 11 · 17 min

    Treating Persistent Speech Sound Errors in School Aged Children

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Treating Persistent Speech Sound Errors in School Aged Children Get 0.05 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/treating-persistent-speech-sound-errors-in-school-aged-children-abje0176 Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save. Learning Objectives: Explain the use of nonwords, facilitative contexts, contrastive stress, and repetitive drills to stimulate the production of difficult speech sounds. Describe essential motor learning principles for speech remediation. References & Resources: SATPAC: https://satpac.com/sacks-workshops/intro-to-satpac-program-and-approach Free SATPAC course: https://satpac.com/free-ceus-online-course

  • April 27 · 23 min

    How to Provide Specialized Instruction to Students with Language Impairment

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: How to Provide Specialized Instruction to Students with Language Impairment Get 0.05 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/how-to-provide-specialized-instruction-to-students-with-language-impairment-abje0175 Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save. Learning Objectives: Describe quick and effective tools to assess children’s language abilities through language sampling and narrative contexts Describe components of specialized language instruction References & Resources: Grammar Fundamentals (6 videos) - https://m.youtube.com/playlist?list=PL2toYybtLe6_ptroTMsl93Hlc20tjgJgz Advanced Grammar Fundamentals (4 videos) - https://m.youtube.com/playlist?list=PL2toYybtLe6_R-NiwMMouYIoFrT4pXK-C A scalable tool for assessing children's language abilities within a narrative context: The NAP (Narrative Assessment Protocol) https://www.sciencedirect.com/science/article/abs/pii/S0885200609000933 Sampling Utterances and Grammatical Analysis Revised (SUGAR): https://www.sugarlanguage.org/ Monitoring indicators of scholarly language: A progress monitoring tool for documenting changes in narrative complexity over time https://cehs.usu.edu/csf/israelsen-augensteinmisl-2022.pdf Monitoring Indicators of Scholarly Language (MISL) Scoring Guide scoring rubric: https://cdn-links.lww.com/permalink/tld/a/tld_2015_12_07_sandra_1500023_sdc2.pdf The LEADERSProject - https://www.leadersproject.org

  • April 13 · 31 min

    Empowering Early SLP Involvement for Tracheostomy Patients

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Empowering Early SLP Involvement for Tracheostomy Patients Get 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/empowering-early-slp-involvement-for-tracheostomy-patients-abje0174 Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save. Learning Objectives: Identify at least four research-based findings that impact the evaluation and treatment of dysphagia in tracheostomy patients Analyze clinical indicators impacting appropriateness for oral intake trials for tracheostomy patients Discuss the relevance of a decision tree in guiding the care of tracheostomy patients in current clinical practice References & Resources: Baumgartner CA, Bewyer E, Bruner D. Management of communication and swallowing in intensive care: the role of the speech pathologist. AACN Adv Crit Care. 2008; 19(4):433–443. Goff D, Patterson J. Eating and drinking with an inflated tracheostomy cuff: a systematic review of the aspiration risk. Int J Lang Commun Disord. 2019;54(1):30–40. Leder SB, Ross DA. Investigation of the causal relationship between tracheotomy and aspiration in the acute care setting. Laryngoscope. 2000;110(4):641–644. Leder SB, Joe JK, Ross DA, et al. Presence of a tracheotomy tube and aspiration status in early, postsurgical head and neck cancer patients. Head Neck. 2005;27(9):757–761. McGowan SL, Ward EC, Wall LR, et al. UK survey of clinical consistency in tracheostomy management. Int J Lang Commun Disord. 2014;49(1):127–138. Pryor L, Ward E, Cornwell P, et al. Patterns of return to oral intake and decannulation post-tracheostomy across clinical populations in an acute inpatient setting. Int J Lang Commun Disord. 2016;51(5):556–567. Speed L, Harding KE. Tracheostomy teams reduce total tracheostomy time and increase speaking valve use: a systematic review and meta-analysis. J Crit Care. 2013;28(2):216 e1. Suiter DM, McCullough GH, Powell PW. Effects of cuff deflation and one-way tracheostomy speaking valve placement on swallow physiology. Dysphagia. 2003;18(4):284–292. Ward EJ, Solley C, Cornwell M. P. Clinical consistency in tracheostomy management. J Med Speech-Language Pathol. 2007;15(1):7–26.

  • March 30 · 37 min

    Down Syndrome and AAC Generative Language Intervention

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Down Syndrome and AAC Generative Language Intervention Get 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/down-syndrome-and-aac-generative-language-intervention-abje0173 Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save. Learning Objectives: List 2 reasons why AAC should be considered for young children with Down syndrome Describing the three main components of AAC Generative Language Intervention Describing the grammar findings from the AAC-GLI Down syndrome study References & Resources: Kent-Walsh, J., Harrington, N., Hahs-Vaughn, D., & Binger, C. (2025). Generative language intervention for young children with Down syndrome using augmentative and alternative communication: A randomized controlled trial. Language, Speech, and Hearing Services in Schools, 56(3), 542–564. https://doi.org/10.1044/2025_LSHSS-24-00117

  • March 16 · 31 min

    Re-Defining Effective Communication with Black, Disabled AAE-Speaking Children

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Re-Defining Effective Communication with Black, Disabled AAE-Speaking Children Get 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/re-defining-effective-communication-with-black-disabled-aae-speaking-children-abje0172 Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save. Learning Objectives: Describe the differences between the medical, social, and critical / radical models of disability Describe the difference between impairment and disability. Describe black disability politics and how this impacts the work of speech language pathologists References & Resources: Canagarajah, S. (2023). A decolonial crip linguistics. Applied Linguistics, 44(1), 1-21. https://doi.org/10.1093/applin/amac042 Henner, J., & Robinson, O. (2023). Unsettling languages, unruly bodyminds: A crip linguistics manifesto. Journal of Critical Study of Communication and Disability, 1(1), 7-37. DOI: 10.48516/jcscd_2023vol1iss1.4 Toliver, S. R. (2022). Recovering Black storytelling in qualitative research: Endarkened storywork. Routledge. Privette, C. (2023). Embracing theory as liberatory practice: Journeying toward a critical praxis of speech, language, and hearing. Language, Speech, and Hearing Services in Schools, 54(3), 688–706. https://doi.org/10.1044/2023_LSHSS-22-00134 Puar, J. K. (2017). The right to maim: Debility, capacity, disability. Duke University Press. Withers, A. J. (2012). Disability politics and theory. Fernwood Publishing.

  • March 2 · 33 min

    Chewing as Therapy: Rethinking Oral Preparation and Textures in Dysphagia

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Chewing as Therapy: Rethinking Oral Preparation and Textures in Dysphagia Get 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/chewing-as-therapy-rethinking-oral-preparation-and-textures-in-dysphagia-abje0171 Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save. Learning Objectives: Describe the neurophysiological role of chewing in activating cortical and brainstem networks involved in swallowing Identify the clinical implications of disrupted oral-phase sensory input due to texture modified diets Evaluate the potential benefits of functional food textures in supporting oral-motor engagement and swallow efficiency in individuals with dysphagia References & Resources: Steele, C.M., & Miller, A.J. (2010). Sensory Input Pathways and Mechanisms in Swallowing: A Review. Dysphagia, 25, 323 - 333. Jean A (1990) Brainstem control of swallowing: localization and organization of the central pattern generator for swallowing. In: Taylor A, ed. Neurophysiology of the Jaws and Teeth. Basingstoke: Macmillan. pp 294–321. Raut VV, McKee GJ, Johnston BT. Effect of bolus consistency on swallowing--does altering consistency help?. Eur Arch Otorhinolaryngol. 2001;258(1):49-53. doi:10.1007/s004050000301 Savorease: https://savorease.com/ National Foundation of Swallowing Disorders: https://swallowingdisorderfoundation.com IDDSI stands for International Dysphagia Diet Standardisation Initiative

  • February 16 · 34 min

    SLP Middle Managers: Untapped Champions of Change

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: SLP Middle Managers: Untapped Champions of Change Get 0.1 ASHA CEUs and view the full course landing page: Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save. Learning Objectives: 1. List barriers to using evidence-based practice in real world clinical settings 2. Explain the role of knowledge brokering in healthcare and education 3. Describe action steps that SLP managers can take to shift culture and share best practices within their organizations References & Resources: Engle, R. L., Lopez, E. R., Gormley, K. E., Chan, J. A., Charns, M. P., & Lukas, C. V. (2017). What roles do middle managers play in implementation of innovative practices? Health Care Management Review, 42(1), 14–27. https://doi.org/10.1097/HMR.0000000000000090 Willmott, T. J., Pang, B., & Rundle-Thiele, S. (2021). Capability, opportunity, and motivation: an across contexts empirical examination of the COM-B model. BMC Public Health, 21(1), 1014. Grandbois, K., Penrod, S., McGrath, S., & Douglas, N. F. (2024). Middle-Level Managers: Untapped Champions of Evidence-Based Practice?. Perspectives of the ASHA Special Interest Groups, 9(1), 192-200.

  • February 2 · 33 min

    Considerations for Design and Implementation of AAC for Clients with CVI

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Considerations for Design and Implementation of AAC for Clients with CVI Get 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/considerations-for-design-and-implementation-of-aac-for-clients-with-cvi-abje0169 Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save. Learning Objectives: The 10 characteristics and 3 Phases of CVI Reasons clinicians should consider prelinguistic and/or presymbolic communication when planning AAC for clients who have been diagnosed with CVI Important considerations when using aided AAC symbols with clients who have been diagnosed with CVI References & Resources: Perkins school for the blind: https://www.perkins.org/perkins-academy/?gad_source=1&gad_campaignid=21901933384#courses Previous episode of Chris and Jen: https://courses.slpnerdcast.com/courses/AAC-considerations-for-students-with-CVI-abje0148 Symbolic formation: https://doi.org/10.1177/1354067X13500327 Susan Bruce: Congenital DeafBlindness and the Struggle for Symbolism: https://www.tandfonline.com/doi/abs/10.1080/10349120500252882 Other works by Susan Bruce: https://www.bc.edu/bc-web/schools/lynch-school/faculty-research/faculty-directory/susan-bruce.html Dr. Bashinsky (Bashinski) have studies on symbolism and intentional communication acts Information on promising practices, practice based evidence and evidence based practice: https://ncuih.org/ebp-pbe/ Matt Tietjen: what’s the complexity sequence: https://pcvis.vision/educators-and-therapists/the-whats-the-complexity-framework/ Pediatric cortical visual society website: https://pcvis.vision/ great example written by a parent of a child with CVI that shows the process of developing from calendar/object system to more advanced symbol system https://www.pathstoliteracy.org/transitioning-object-schedule-system-photos-child-cvi/ Anthony, T. (1997). Adapted version of Koenig and Holbrook's Sensory Channel Form. https://cms-pattan-live.ae-admin.com/getmedia/cae8b6e3-e958-43ba-90ad-f4e11000ee7f/6russpm_devfunctroutines Brady, N. C., & Bashinski, S. M. (2008). Increasing communication in children with concurrent vision and hearing loss. Research and Practice for Persons with Severe Disabilities, 33(1-2), 59-70. Bruce, S. M. (2003). The importance of shared communication forms. Journal of Visual Impairment & Blindness, 97(2), 106-109. Bruce, S. M. (2005). The impact of congenital deafblindness on the struggle to symbolism. International Journal of Disability, Development and Education, 52(3), 233-251. https://doi.org/10.1080/10349120500252882 Bruce, S. M., Mann, A., Jones, C., & Gavin, M. (2007). Gestures expressed by children who are congenitally deaf-blind: Topography, rate, and function. Journal of Visual Impairment & Blindness, 101(10), 637-652. Bruce, S. M., & Vargas, C. (2007). Intentional communication acts expressed by children with severe disabilities in high-rate contexts. Augmentative and Alternative Communication, 23(4), 300-311. https://doi.org/10.1080/07434610601179960 Malloy, P. (2008). The path to symbolism. Practice Perspectives - Highlighting Information on Deaf-Blindness, 3. National Consortium on Deaf-Blindness. Pizzo, L., & Bruce, S. M. (2010). Language and play in students with multiple disabilities and visual impairments or deaf-blindness. Journal of Visual Impairment & Blindness, 104(5), 287-297. Russell, C. (2020). Supporting availability for learning: Student-centered biobehavioral assessment and intervention for children and youth with deafblindness/multiple disabilities. VIDBE-Q, 65(2), 56-72. Russell, C. (2024). Assessment of biobehavioral states: Supporting availability for learning for students with multiple disabilities including deaf-blindness & profound intellectual & multiple disabilities. New York Deaf-Blind Collaborative.

  • January 19 · 35 min

    Freeing Language: Black Languaging is Translanguaging

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Freeing Language: Black Languaging is Translanguaging Get 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/freeing-language-black-languaging-is-translanguaging-abje0168 Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save. Learning Objectives: Concepts of translanguaging Describing language as a sociopolitical construct References & Resources: https://pubs.asha.org/doi/abs/10.1044/2024_PERSP-23-00297 Developing a critical practice of speech language and hearing by chelsea privette: https://doi.org/10.1044/2023_LSHSS-22-00134

  • January 5 · 20 min

    Direction in Dementia: Assessment Considerations and Hard Conversations

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Direction in Dementia: Assessment Considerations and Hard Conversations Get 0.05 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/direction-in-dementia-assessment-considerations-and-hard-conversations-abje0167 Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save. Learning Objectives: Self report knowledge gains related to 4 key elements to consider when initially assessing a person with confirmed or suspected dementia. Self report knowledge gains related to at least 3 strategies to promote memory. Self report knowledge gains related to the role of an SLP in collaboration with individuals with dementia and their caretakers during initial evaluation and the creation of memory strategies. References & Resources: Arvanitakis, Z., Shah, R. C., & Bennett, D. A. (2019). Diagnosis and management of dementia: A review. JAMA, 322(16), 1589–1599. https://doi.org/10.1001/jama.2019.4782 Diagnosis and Management of Dementia: A Review - PMC Douglas, N. F., Browning, S., & Claypool, K. (2023). Preliminary evidence for dementia collaborative coaching. American Journal of Speech-Language Pathology, 32(5), 2146–2157. https://doi.org/10.1044/2023_AJSLP-22-00367 Preliminary Evidence for Dementia Collaborative Coaching | American Journal of Speech-Language Pathology Mahendra, N., & Apple, A. (2007, November 27). Human memory systems: A framework for understanding dementia. The ASHA Leader, 12(16), 8–12. https://doi.org/10.1044/leader.FTR1.12162007.8 Human Memory Systems: A Framework for Understanding Dementia | The ASHA Leader Archive

  • Dec 15, 2025 · 22 min

    From Diagnosis to Therapy: Elevating Your Voice Rehab Skills

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: From Diagnosis to Therapy: Elevating Your Voice Rehab Skills Get 0.05 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/from-diagnosis-to-therapy-elevating-your-voice-rehab-skills-abje0166 Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save. Learning Objectives: Self report knowledge gains related to the importance of Differentiating Common Voice Pathologies Self report knowledge gains related to the Impact of Vocal Technique and Rehabilitation Self report knowledge gains related to understanding the difference between balancing the subsystems of voice vs strengthening References & Resources: Vocal Cord Atrophy: Zeitels, S. M., Hillman, R. E., Desloge, R., Mauri, M., & Doyle, P. (2002). Management of common voice problems: Committee report. Otolaryngology–Head and Neck Surgery, 126(5), 333-348. JOURNALS.SAGEPUB.COM Vocal Rest After Phonosurgery: Zeitels, S. M., Hillman, R. E., Desloge, R., Mauri, M., & Doyle, P. (2002). Management of common voice problems: Committee report. Otolaryngology–Head and Neck Surgery, 126(5), 333-348. JOURNALS.SAGEPUB.COM Muscle Tension Dysphonia Therapy: Van Houtte, E., Van Lierde, K., & Claeys, S. (2011). Pathophysiology and treatment of muscle tension dysphonia: A review of the current knowledge. Journal of Voice, 25(2), 202-207. JVOICE.ORG Vocal Function Exercises for Normal Voice: With and Without Semi-Occlusion - https://scispace.com/pdf/vocal-function-exercises-for-normal-voice-with-and-without-545rhxksvl.pdf Phonation Resistance Training Exercises (PhoRTE) with Expiratory Muscle Strength Training (EMST) - https://emst150.com/event/phonation-resistance-training-exercises-phorte-with-expiratory-muscle-strength-training-emst-presented-by-edie-hapner-ph-d-ccc-slp-and-aaron-ziegler-phd-ccc-slp Melissa’s Youtube Channel Link: https://www.youtube.com/@thevoicerehab Pitch Perfect app (android) - https://play.google.com/store/apps/details?id=depollsoft.pitchperfect&hl=en Pitch Perfect app (IOS) - https://apps.apple.com/us/app/pitch-perfect-pitch-pipe/id539417298 MedBridge - https://www.medbridge.com MedSLP Collective - https://medslpcollective.com The Voice Rehab - https://www.thevoicerehab.com

  • Dec 1, 2025 · 35 min

    Teaching Interprofessional Communication Skills to Supervisees

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Teaching Interprofessional Communication Skills to Supervisees Get 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/teaching-interprofessional-communication-skills-to-supervisees-abje0165 Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save. Learning Objectives: Self report knowledge gains related to interprofessional collaboration (IPC) competencies for BCBAs (Board Certified Behavior Analysts) and SLPs (Speech-Language Pathologists) Self report knowledge gains related to key components of interprofessional communication when interacting with at least one other discipline. Self report knowledge gains related to ways to incorporate direct modeling, role play, and in-situ opportunities for supervisees to utilize interprofessional communication skills. References & Resources: American Speech-Language-Hearing Association. (2023). Code of ethics [Ethics]. Available from www.asha.org/policy/ Behavior Analyst Certification Board. (2020). Ethics code for behavior analysts. https://bacb.com/wp-content/ethics-code-for-behavior-analysts/ Bowman, K. S., Suarez, V. D., & Weiss, M. J. (2021). Standards for Interprofessional Collaboration in the Treatment of Individuals With Autism. Behavior analysis in practice, 14(4), 1191–1208. https://doi.org/10.1007/s40617-021-00560-0 Caredon, T., Griffith, A.K., Koutsoftas, A.D., Riekan, C.J., & Eaton, A. (2024) What Is Working for Practitioners: A Mixed Method Analysis Using the Collaborative Practice Assessment Tool. Seminars in Speech and Language 45(3): 213 – 227. DOI: 10.1055/s-0044-1787098 Hyman, S. L., Levy, S. E., Myers, S. M., & COUNCIL ON CHILDREN WITH DISABILITIES, SECTION ON DEVELOPMENTAL AND BEHAVIORAL PEDIATRICS (2020). Identification, Evaluation, and Management of Children With Autism Spectrum Disorder. Pediatrics, 145(1), e20193447. https://doi.org/10.1542/peds.2019-3447 Kelly, A., & Tincani, M. (2013). Collaborative training and practice among applied behavior analysts who support individuals with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 48(1), 120–131. Kunze, M., & Machalicek, W. (2022). Interdisciplinary teams: A model to support students with autism. Psychology in the Schools, 59(7), 1350–1362. https://doi.org/10.1002/pits.22618 Slim, L., & Reuter-Yuill, L. M. (2021). A behavior-analytic perspective on interprofessional collaboration. Behavior Analysis in Practice, 14(4), 1238–1248. https://doi.org/10.1007/s40617-021-00602-7 Spencer, T.., Slim, L., Cardon, T., & Morgan, L. (n.d.). Interprofessional collaborative practice between behavior analysts and speech-language pathologists. Association for Behavior Analysts International. Retrieved October 19, 2023, from https://www.abainternational.org/media/180194/abai_interprofessional_collaboration_resource_document.pdf

  • Nov 17, 2025 · 24 min

    Empowering Independence: Fostering Effective Communication for Adult Success

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Empowering Independence: Fostering Effective Communication Skills for Adult Success Get 0.05 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/empowering-independence-fostering-effective-communication-skills-for-adult-success-abje0164 Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save. Learning Objectives: Self report knowledge gains related to client-driven goal setting and explain its importance in fostering independence for neurodiverse teens and young adults. Self report knowledge gains related to social and communication skills essential for success in adulthood, including self-advocacy and perspective-taking. Self report knowledge gains related to tools and strategies to implement effective group therapy sessions for neurodiverse teens and young adults References & Resources: 1. LaRue, R. H., et al. "Employment and Vocational Skills for Individuals with Autism." Handbook of Quality of Life for Individuals with Autism Spectrum Disorder, edited by Justin B. Leaf et al., Springer Nature Switzerland AG, 2022, pp. 377–395. https://doi.org/10.1007/978-3-030-98507-3_21. 2. Foster, S. K., Wiczer, E., and Eberhardt, N. B. "What’s So Hard about Soft Skills?: When They Enter the Work World, Our Former Students Can No Longer Count on IEP Support. To Succeed, They Need 'Soft Skills.' And We Can Help Students Cultivate Them." The ASHA Leader, vol. 24, no. 12, 2019, pp. 52–60. https://doi.org/10.1044/leader.FTR2.24122019.52. 3. Flores, Deirdre. "SLP-Run Group Sessions Help Neurodivergent Young Adults Manage the Often Overwhelming Social World of Dating." The ASHA Leader, 30 Jan. 2025. https://leader.pubs.asha.org/do/10.1044/leader.FTR2b.30012025.slp-dating-skills-neurod ivergent.53/full/. 4. EdSurge. "Why Soft Skills Matter More Than Ever." EdSurge, 20 Nov. 2024, https://www.edsurge.com/news/2024-11-20-why-soft-skills-matter-more-than-ever#:~:tex t=In%20our%20tech%2Ddriven%20world,to%20thrive%20beyond%20the%20classroom . 5. Laugeson, Elizabeth A. PEERS® for Young Adults: Social Skills Training for Adults with Autism Spectrum Disorder and Other Social Challenges. Routledge, 2017. 6. Pallathra, A. A., et al. "Psychosocial Interventions Targeting Social Functioning in Adults on the Autism Spectrum: A Literature Review." Current Psychiatry Reports, vol. 21, no. 1, 2019, article 5. https://doi.org/10.1007/s11920-019-0989-0. 7. Hendricks, D. R., and Wehman, P. "Transition from School to Adulthood for Youth with Autism Spectrum Disorders: Review and Recommendations." Focus on Autism and Other Developmental Disabilities, vol. 24, no. 2, 2009, pp. 77–88. https://doi.org/10.1177/1088357608329827. 8. Andrés-Gárriz, C., et al. "Promoting Self-Determination in Young Adults with Autism: A Multicenter, Mixed Methods Study." Journal of Autism and Developmental Disorders, 2025, Open Access. https://link.springer.com/article/10.1007/s10803-025-06045-9. (Replace with exact link if different) 9. Yaar, E., et al. "SPAN-ASD: Pilot Implementation to Promote Functional Goals of Autistic Adolescents and Young Adults." Research in Developmental Disabilities, vol. 155, 2024, article 104864. https://pubmed.ncbi.nlm.nih.gov/37769395/. 10. McDonald, T. A. M., et al. "Appropriateness, Acceptability, and Feasibility of a Neurodiversity-Based Self-Determination Program for Autistic Adults." Journal of Autism and Developmental Disorders, vol. 53, no. 8, 2023, pp. 2933–2953. https://pubmed.ncbi.nlm.nih.gov/36848588/. 11. Martino, D. C., et al. "The Role of Self-Advocacy and Self-Determination in Positive Adjustment for Autistic Adolescents and Young Adults: A Mini-Review." Frontiers in Child and Adolescent Psychiatry, vol. 4, 2025, article 1542543. https://pubmed.ncbi.nlm.nih.gov/38629412/. 12. Laugeson, Elizabeth A., et al. "Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program." Journal of Autism and Developmental Disorders, vol. 42, no. 6, 2012, pp. 1025–1036. https://doi.org/10.1007/s10803-011-1339-1. 13. Autism Speaks. "Collaboration Addresses Transition to Adulthood for Autism Patients." Autism Speaks, 14 July 2023, https://www.autismspeaks.org/press-release/collaboration-addresses-transition-adulthoo d-autism-patients. Accessed 29 June 2025.

  • Nov 3, 2025 · 42 min

    Health Literacy & Vascular Cognitive Impairment: Missing Links in Stroke Care

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Health Literacy & Vascular Cognitive Impairment: Missing Links in Stroke Care Get 0.15 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/health-literacy-vascular-cognitive-impairment-missing-links-in-stroke-care-abje0163 Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save. Learning Objectives: Self report knowledge gains related to vascular cognitive impairment and identify identification of symptoms in their patients. Self report knowledge gains related to ways to increase accessibility to speech therapy services in a language that their patients can understand. Self report knowledge gains related to holistic therapy ideas to incorporate health literacy into speech therapy services. References & Resources: Babiak. (2018). Thinking Outside the Diagnostic Box: Risk Factors for Cognitive–Communication Impairment. Perspectives of the ASHA Special Interest Groups 2018-01-01 3(2): 51-58. https://pubs.asha.org/doi/abs/10.1044/persp3.SIG2.51 4100 - https://pubs.asha.org/doi/full/10.1044/persp3.SIG2.51 Centers for Disease Control, 2023. What is Health Literacy? Retrieved from https://www.cdc.gov/healthliteracy/learn Department of Health and Human Services, 2023. Social Determinants of Health. Retrieved from https://health.gov/healthypeople/priority-areas/social-determinants-health Centeno, J.G., et al. (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.Retrieved from https://doi.org/10.1044/2023_AJSLP-22-00325 Dichgans & Leys. (2017). Vascular Cognitive Impairment. Circ Res. 2017;120:573-591. DOI: 10.1161/CIRCRESAHA.116.308426. Ellis, C. and Jacobs, M. (2021). The Complexity of Health Disparities: More than Just Black and White Differences. Perspectives of the ASHA Special Interest Group. 6(1)112-121. https://doi.org/10.1044/2020_PERSP-20-00199 Hasselkus, A. and Moxley, A. (2009). Health Literacy at the Intersection of Cultures. The ASHA Leader. 14(4). https://doi.org/10.1044/leader.MIW.14042009.30 Murray, L. (2008). Cognitive and Communicative Consequences of Cardiovascular Disease. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders. 18(4). https://doi.org/10.1044/nnsld18.4.152 Y2 - 2024/12/21 Marte, M.J., Adesso, D., and Kiran, S., (2024). Association Between Social Determinants of Health and Communication Difficulties in Postroke U.S. Hispanic and Non-Hispanic White Populations. American Journal of Speech-Language Pathology. 33(1)248-261. https://doi.org/10.1044/2023_AJSLP-23-00232

  • Oct 20, 2025 · 32 min

    Bibliotherapy and Other Twenty Dollar Words

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Bibliotherapy and Other Twenty Dollar Words Get 0.1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/bibliotherapy-and-other-twenty-dollar-words-abje0161 Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save. Learning Objectives: Review how bibliotherapy the way this practice can be integrated into a treatment plan. Describe at least two ways to use a book in a therapy session to address thoughts and feelings. References & Resources: Story Stream: https://cdn.prod.website-files.com/66ff1af58e71edb911ba455e/679a51848baf4bad8da405cd_Spero%20Stuttering%20Story%20Stream-FINAL.pdf Franky Banky: https://www.frankybanky.com/ Gerlach, H., & Subramanian, A. (2016). Qualitative analysis of bibliotherapy as a tool for adults who stutter and graduate students. Journal of fluency disorders, 47, 1–12. https://doi.org/10.1016/j.jfludis.2015.12.001 Using Bibliotherapy to Teach Problem Solving by James W. Forgan - https://journals.sagepub.com/doi/10.1177/10534512020380020201#:~:text=Research%20article,Volume%2038%2C%20Issue%202 A Way Through the Forest: One Boy's Story With a Happy Ending by David Shapiro - https://ahn.mnsu.edu/services-and-centers/center-for-communication-sciences-and-disorders/services/stuttering/information-about-stuttering/serious-information/from-people-who-stutter-pws/pws-speak-for-themselves/a-way-through-the-forest-one-boys-story-with-a-happy-ending-by-david-shapiro/ Reaching In Reaching Out: https://www.wellington.ca/programmes-services/child-care-early-years/resiliency-training/resources

  • Oct 6, 2025 · 38 min

    Interdisciplinary Management of Concussion

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Interdisciplinary Management of Concussion Get 0.1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/interdisciplinary-management-of-concussion-abje0162 Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save. Learning Objectives: Self report knowledge gains related to the importance of the SLPs role in concussion management. Self report knowledge gains related to the best practices for interdisciplinary management of clients with acute and persistent post-concussive symptoms. Self report knowledge gains related to the process for development of a concussion center. References & Resources: Jennings, T., & Islam, M. S. (2023). Examining the interdisciplinary approach for treatment of persistent post-concussion symptoms in adults: A systematic review. Brain Impairment, 24(2), 290–308. https://doi.org/10.1017/BrImp.2022.28 Ketcham, C. J., Bowie, M., Buckley, T. A., Baker, M., Patel, K., & Hall, E. E. (2017). The value of speech-language pathologists in concussion management. Current Research: Concussion, 04(1), e8–e13. https://doi.org/10.1055/s-0037-1603645 PHQ-9: https://med.stanford.edu/fastlab/research/imapp/msrs/_jcr_content/main/accordion/accordion_content3/download_256324296/file.res/PHQ9%20id%20date%2008.03.pdf Tilton-Bolowsky, V. E., Davis, A. S., & Zipse, L. (2023). Mapping meta-therapy onto the treatment of cognitive-communication and language disorders in adults. Perspectives of the ASHA Special Interest Groups, 8(4), 640–658. https://doi.org/10.1044/2022_PERSP-22-00072 -Could go after and email them for link to “The Columbia Suicide Severity Rating Scale” to add to show notes: https://cssrs.columbia.edu/wp-content/uploads/C-SSRS_Pediatric-SLC_11.14.16.pdf REAP program: https://reapconcussion.com/ BIAA - Brain Injury Association of America - https://biausa.org/ Buffalo Concussion Treadmill Test: https://cdn-links.lww.com/permalink/jsm/a/jsm_2020_01_28_haider_19-313_sdc1.pdf ACRM - American Congress of Rehabilitation Medicine: https://acrm.org/ Turner-Stokes L. Goal attainment scaling (GAS) in rehabilitation: a practical guide. Clinical Rehabilitation. 2009;23(4):362-370. doi:10.1177/0269215508101742 Grant, M., & Ponsford, J. (2014). Goal Attainment Scaling in brain injury rehabilitation: Strengths, limitations and recommendations for future applications. Neuropsychological Rehabilitation, 24(5), 661–677. https://doi.org/10.1080/09602011.2014.901228 Guests Contact information: Email: concussioncenter@utulsa.edu Phone Number: 918-631-2504

  • Sep 22, 2025 · 18 min

    What Do I Do When Stuttering Meets Severe Articulation Concerns?

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: What Do I Do When Stuttering Meets Severe Articulation Concerns? Get 0.05 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/what-do-i-do-when-stuttering-meets-severe-articulation-concerns-abje0160 Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save. Learning Objectives: Explain 3 treatment approaches for addressing both stuttering and phonological disorders Describe at least 2 ways to foster healthy communication attitudes toward stuttering while addressing phonological concerns References & Resources: Arndt, J., & Healey, E. C. (2001). Concomitant disorders in school-age children who stutter. Language, Speech, and Hearing Services in Schools, 32(2), 68–78. https://doi.org/10.1044/0161-1461(2001/006) Bernstein Ratner, N. (1995). Treating the child who stutters with concomitant language or phonological impairment. Language, Speech, and Hearing Services in Schools, 26(2), 180-186. https://doi.org/10.1044/0161-1461.2602.180 Logan, K. J. (2004, September 7). When children who stutter present co-occuring speech-language disorders: Some clinical considerations. Minnesota State University Mankato. https://ahn.mnsu.edu/services-and-centers/center-for-communication-sciences-and-disorders/services/stuttering/professional-education/convention-materials/archive-of-online-conferences/isad2004/when-children-who-stutter-present-co-occuring-speech-language-disorders-some-clinical-considerations/ Nippold, M. A. (2002). Stuttering and phonology: Is there an interaction? American Journal of Speech-Language Pathology, 11(2), 99-110. Tichenor, S. E. & Yaruss, J. S. (2019). Stuttering as defined by adults who stutter. Journal of Speech, Language, and Hearing Research, 62(12), 4356-4369. https://pubs.asha.org/doi/10.1044/2019_JSLHR-19-00137 Spero stuttering Resource: https://www.sperostuttering.org/therapist-resources/resource-library Stuttering therapy resources: https://stutteringtherapyresources.com/

  • Sep 8, 2025 · 1 hr 9 min

    Executive Function: Shifting from Adult-Regulated to Self-Regulated Learning

    Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Executive Function: Shifting from Adult-Regulated to Self-Regulated Learning Get 0.1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/executive-function-shifting-from-adult-regulated-to-self-regulated-learning-abje0159 Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save. Learning Objectives: How situational awareness, self talk, forethought and episodic memory are the foundational skills for successful task execution. How mental simulation of movement through space and time supports more accurate time estimation and effective task planning References & Resources: Cognitive Connections website: https://www.efpractice.com/

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