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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/ 

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/

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: [email protected]  Phone Number: 918-631-2504

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

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

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.

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

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

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

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 translanguagingDescribing 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

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 CVIReasons clinicians should consider prelinguistic and/or presymbolic communication when planning AAC for clients who have been diagnosed with CVIImportant 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#coursesPrevious episode of Chris and Jen: https://courses.slpnerdcast.com/courses/AAC-considerations-for-students-with-CVI-abje0148 Symbolic formation: https://doi.org/10.1177/1354067X13500327Susan Bruce:  Congenital DeafBlindness and the Struggle for Symbolism: https://www.tandfonline.com/doi/abs/10.1080/10349120500252882Other works by Susan Bruce: https://www.bc.edu/bc-web/schools/lynch-school/faculty-research/faculty-directory/susan-bruce.htmlDr. Bashinsky (Bashinski) have studies on symbolism and intentional communication actsInformation 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.

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: From IEP to Adulthood: Transition Assessment, Planning, and Services Get .1 ASHA CEUs and view the full course landing page: https://courses.slpnerdcast.com/courses/From-IEP-to-Adulthood-Transition-Assessment-Planning-and-Services-abje0137 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 at least three postsecondary goal areas required for IEP transition planningIdentify two components of IDEA that impact transition planningDefine transition assessment and transition servicesList at least two components of a comprehensive transition assessment process References & Resources: https://www.linkedin.com/pulse/what-transition-planning-kelley-challen-s7mle/?trackingId=%2F2rjZEuUS1eLFLz%2F0Nu30w%3D%3D https://nesca-newton.com/transition/ https://www.pacer.org/transition/learning-center/laws/idea.asp https://transitionta.org/topics/secondary-education/transition-planning/ https://fcsn.org/information-center-2/ https://www.massadvocates.org/helpline https://www.elmbrookschools.org/uploaded/Documents/District_Documents/Transition_Resources/Life_Skills_Inventory.pdf https://www.ocali.org/up_doc/Quickbook_of_Transition_Assessment.pdf

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Empowering Caregivers in the Everyday Lives of Children Who Stutter Get .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/Empowering-Caregivers-in-the-Everyday-Lives-of-Children-Who-Stutter-abje0138 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 importance of caregiver involvement in the therapy process for children who stutter and how this can impact the effectiveness of the therapy Describe how technological advancements can facilitate support for families within SLP Describe the collaboration between healthcare professionals and technology developers in creating applications like "Penguin: Stammering Support" References & Resources: Abernethy, A., Adams, L., Barrett, M., Bechtel, C., Brennan, P., Butte, A., ... & Valdes, K. (2022). The promise of digital health: then, now, and the future. NAM perspectives, 2022. Berquez, A., & Kelman, E. (2018). Methods in stuttering therapy for desensitizing parents of children who stutter. American journal of speech-language pathology, 27(3S), 1124-1138. Carey, B., Erickson, S., & Block, S. (2023). A preliminary investigation of the mental health of parents of young children who stutter. Journal of Communication Disorders, 103, 106329. Gerlach-Houck, H., Kubart, K., & Cage, E. (2023). Concealing Stuttering at School: “When You Can't Fix It… the Only Alternative Is to Hide It”. Language, Speech, and Hearing Services in Schools, 54(1), 96-113. Islam, M. M., Poly, T. N., Walther, B. A., & Li, Y. C. (2020). Use of mobile phone app interventions to promote weight loss: meta-analysis. JMIR mHealth and uHealth, 8(7), e17039. Plexico, L. W., & Burrus, E. (2012). Coping with a child who stutters: A phenomenological analysis. Journal of Fluency Disorders, 37(4), 275-288. Rustin, L., & Cook, F. (1995). Parental involvement in the treatment of stuttering. Language, Speech, and Hearing Services in Schools, 26(2), 127-137. Spadaro, B., Martin-Key, N. A., & Bahn, S. (2021). Building the digital mental health ecosystem: opportunities and challenges for mobile health innovators. Journal of Medical Internet Research, 23(10), e27507. Cheater, S. (2019). The NHS long-term plan. International Journal of Health Promotion and Education, 57(3), 174-175. Murphy, W.P. (2021). Stuttering and the Role of Caregivers: A New Perspective. Journal of Speech and Family Engagement. Logan, K.J., & Yaruss, J.S. (2019). Supporting Family Involvement in Stuttering Treatment: Applications of Research Findings. American Journal of Speech-Language Pathology. Smith, A., & Kelly, E. (2022). Innovations in Caregiver Support: Utilizing Mobile Applications in Stuttering Therapy. International Journal of Speech-Language Pathology.

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Stuttering as Verbal Diversity: Redefining SLP roles Get .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/stuttering-as-verbal-diversity-redefining-slp-roles-abje0139 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 how the neurodiversity movement is impacting our work with people who stutterList two ways to create a paradigm shift that is meaningful for people who stutterList two ways SLPs roles have changed to meet the needs of students who stutter References & Resources: The Happiness Trap More Than Fluency How to Talk so Kids Will Listen & Listen so Kids Will Talk Assessment of Fluency Disorders in the Context of the WHO ICF Framework LSHSS Forum Invites School Based SLPs to Resist Ableism Tichenor, S. E., Herring, C., & Yaruss, J. S. (2022). Understanding the Speaker's Experience of Stuttering Can Improve Stuttering Therapy. Topics in language disorders, 42(1), 57–75. https://doi.org/10.1097/tld.0000000000000272

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Advocacy and You: Be the Change  Get .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/advocacy-and-you-be-the-change-abje0140 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. Define advocacy and the importance of state level and national level efforts in the field of SLP. 2. Identify 4 advocacy roles that exist at a state level for speech-language pathologists.  3. Outline 5 ways SLPs can get involved with advocacy at a state and national level. References & Resources: Contact Jennifer Henderson via email [email protected] 1. Swanson, L. A., & Perry, H. (2021). Effects of telepractice on services provided to students with disabilities in rural schools. Language, Speech, and Hearing Services in Schools, 52(4), 1119-1132. https://doi.org/10.1044/2021_LSHSS-21-00137 2. American Speech-Language-Hearing Association (ASHA). (2023, November 28). SLPs and audiologists: Join the advocacy movement. The ASHA Leader. https://doi.org/10.1044/leader.FTP.28112023.slps-auds-advocacy.8 3. American Speech-Language-Hearing Association (ASHA). (n.d.). Early childhood education: Foundations for literacy development. Perspectives of the ASHA Special Interest Groups, 13(1), 13 17. https://doi.org/10.1044/ffd13.1.13 4. American Speech-Language-Hearing Association (ASHA). (2003, August 17). SLPs and school reform: The role we play. The ASHA Leader. https://doi.org/10.1044/leader.GR.08172003.1 5. Cummings, J. (2022). Recent advances in dysphagia research and treatment. Seminars in Speech and Language, 43(2), 1-4 https://doi.org/10.1055/s-0042-1743543 6. American Speech-Language-Hearing Association (ASHA). (2008, October 13). SLPs in private practice: Navigating the changing landscape. The ASHA Leader.  https://doi.org/10.1044/leader.FTP.13102008.20 7. American Speech-Language-Hearing Association (ASHA). (n.d.). Advocacy. https://www.asha.org/advocacy/ 8. American Speech-Language-Hearing Association (ASHA). (n.d.). ASHA member advocacy. https://www.asha.org/advocacy/asha-member-advocacy/