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by 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.
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- 3 days ago34 min
Developing with Developmental Language Disorder
Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Developing with Developmental Language DisorderGet 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/developing-with-developmental-language-disorder-abje0180Earning 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/SLPNERDCASTTo 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:Recognizing the signs of possible DLD in children and adults Understanding the impact DLD can have on a person’s family, social life, academics, and mental health Understanding how to best support a person with DLD academically, emotionally, and in the workplaceReferences & Resources:• Bishop, D. V., & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of child psychology and psychiatry, 31(7), 1027-1050. • Bishop, D. V. M., & Edmundson, A. (1987). Language-impaired 4-year-olds: Distinguishing transient from persistent impairment. Journal of speech and hearing disorders, 52(2), 156-173. • Bishop, D. V., Snowling, M. J., Thompson, P. A., Greenhalgh, T., Catalise‐2 Consortium, Adams, C., ... & Boyle, C. (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068-1080. https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcpp.12721 • Bornstein, M. H., Hahn, C. S., Putnick, D. L., & Suwalsky, J. T. (2014). Stability of core language skill from early childhood to adolescence: A latent variable approach. Child development, 85(4), 1346-1356. • Catts, H. W., Bridges, M. S., Little, T. D., & Tomblin, J. B. (2008). Reading achievement growth in children with language impairments. Journal of Speech, Language, and Hearing Research, 51(6), 1569-1579. • Chen, J., Justice, L. M., Rhoad‐Drogalis, A., Lin, T. J., & Sawyer, B. (2020). Social networks of children with developmental language disorder in inclusive preschool programs. Child development, 91(2), 471-487. • Clegg J, Hollis C, Mawhood L, Rutter M (2005). Developmental language disorders—a follow-up in later adult life. Cognitive, language and psychosocial outcomes. J Child Psychol Psychiatry 46 (2): 128–49 • Dubois, P., St-Pierre, M. C., Desmarais, C., & Guay, F. (2020). Young adults with developmental language disorder: a systematic review of education, employment, and independent living outcomes. Journal of Speech, Language, and Hearing Research, 63(11), 3786-3800. • Lloyd-Esenkaya, V., Russell, A. J., & Clair, M. C. S. (2020). What are the peer interaction strengths and difficulties in children with developmental language disorder? A systematic review. International Journal of Environmental Research and Public Health, 17(9), 3140. • McKean, C., Wraith, D., Eadie, P., Cook, F., Mensah, F., & Reilly, S. (2017). Subgroups in language trajectories from 4 to 11 years: the nature and predictors of stable, improving and decreasing language trajectory groups. Journal of Child Psychology and Psychiatry, 58(10), 1081-1091. • McGregor, K.K. (2020). How we fail children with developmental language disorder. Language, Speech, and Hearing Services in Schools, 51(4), 981-992. • McGregor, K. K., Eden, N., Arbisi-Kelm, T., & Oleson, J. (2020). The fast-mapping abilities of adults with developmental language disorder. Journal of Speech, Language, and Hearing Research, 63(9), 3117-3129. • McGregor, K.K., Ohlmann, N., Eden, N., Arbisi-Kelm, T., & Young, A. (2023).Abilities and disabilities among children with developmental language disorder. Language, Speech, and Hearing Services in Schools, 54(3), 927-951. • McGregor, K. K., Oleson, J., Bahnsen, A., & Duff, D. (2013). Children with developmental language impairment have vocabulary deficits characterized by limited breadth and depth. International Journal of Language & Communication Disorders, 48(3), 307-319. • Mok, P. L. H., Pickles, A., Durkin, K., & Conti-Ramsden, G. (2014). Longitudinal trajectories of peer relations in children with specific language impairment. Journal of Child Psychology and Psychiatry, 55, 516–527. https:// doi.org/10.1111/jcpp.12190 • Munro, N. (2022). Direct interventions for
- 2 weeks ago34 min
The Importance of Interprofessional Collaborative Practice in Brain Injury
Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: The Importance of Interprofessional Collaborative Practice in Brain InjuryGet 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/SLPNERDCASTTo 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
- Sep 7, 202633 min
Practical and Systems-Level Strategies to Address SLP Burnout
Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Practical and Systems-Level Strategies to Address SLP BurnoutGet 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/SLPNERDCASTTo 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, 202617 min
Treating Persistent Speech Sound Errors in School Aged Children
Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Treating Persistent Speech Sound Errors in School Aged ChildrenGet 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-abje0176Earning 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/SLPNERDCASTTo 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
- Apr 27, 202623 min
How to Provide Specialized Instruction to Students with Language Impairment
Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: How to Provide Specialized Instruction to Students with Language ImpairmentGet 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-abje0175Earning 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/SLPNERDCASTTo 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 contextsDescribe components of specialized language instructionReferences & 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 timehttps://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
- Apr 13, 202631 min
Empowering Early SLP Involvement for Tracheostomy Patients
Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Empowering Early SLP Involvement for Tracheostomy PatientsGet 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/empowering-early-slp-involvement-for-tracheostomy-patients-abje0174Earning 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/SLPNERDCASTTo 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 patientsAnalyze clinical indicators impacting appropriateness for oral intake trials for tracheostomy patientsDiscuss 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.
- Mar 30, 202637 min
Down Syndrome and AAC Generative Language Intervention
Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Down Syndrome and AAC Generative Language InterventionGet 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/down-syndrome-and-aac-generative-language-intervention-abje0173Earning 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/SLPNERDCASTTo 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 syndromeDescribing the three main components of AAC Generative Language InterventionDescribing the grammar findings from the AAC-GLI Down syndrome studyReferences & 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
- Mar 16, 202631 min
Re-Defining Effective Communication with Black, Disabled AAE-Speaking Children
Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Re-Defining Effective Communication with Black, Disabled AAE-Speaking ChildrenGet 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-abje0172Earning 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/SLPNERDCASTTo 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 pathologistsReferences & Resources:Canagarajah, S. (2023). A decolonial crip linguistics. Applied Linguistics, 44(1), 1-21. https://doi.org/10.1093/applin/amac042Henner, 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_2023vol1iss1.4Toliver, 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-22-00134Puar, J. K. (2017). The right to maim: Debility, capacity, disability. Duke University Press.Withers, A. J. (2012). Disability politics and theory. Fernwood Publishing.
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About SLP Nerdcast
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.
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