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Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Developing with Developmental Language Disorder Get 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/developing-with-developmental-language-disorder-abje0180 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: 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 workplace References & 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 under-fives: 10 reasons why they help families and our profession. Keynote address at the International Developmental Language Disorder Conference, September.  • Norbury, C. F., Griffiths, S., Vamvakas, G., Baird, G., Charman, T., Simonoff, E., & Pickles, A. (2021). Socioeconomic disadvantage is associated with prevalence of developmental language disorders, but not rate of language or literacy growth in children from 4 to 11 years: evidence from the Surrey Communication and Language in Education Study (SCALES).  • Orrego, P. M., McGregor, K. K., & Reyes, S. M. (2023). A first-person account of developmental language disorder. American Journal of Speech-Language Pathology, 32(4), 1383-1396.  • Pomper, R., McGregor, K.K., Arbisi-Kelm, T., Eden, N., & Ohlmann, N. (2022). Direct instruction improves word learning for children with developmental language disorder. Manuscript in press.  • Ramos, M.M, Collins, P., & Pena, E. (2022). Sharpening our tools: a systematic review to identify diagnostically accurate language sample measures. Journal of Speech, Language, and Hearing Research,  https://doi.org/10.1044/2022_JSLHR-22-00121  • Rice, M. L. (2013). Language growth and genetics of specific language impairment. International journal of speech-language pathology, 15(3), 223-233. • Rice, M. L., & Hoffman, L. (2015). Predicting vocabulary growth in children with and without specific language impairment: A longitudinal study from 2; 6 to 21 years of age. Journal of Speech, Language, and Hearing Research, 58(2), 345-359.  • State of Nebraska. Special Education – Nebraska Department of Education • Stothard, S. E., Snowling, M. J., Bishop, D. V., Chipchase, B. B., & Kaplan, C. A. (1998). Language-impaired preschoolers: A follow-up into adolescence. Journal of Speech, Language, and Hearing Research, 41(2), 407-418.  • Tomblin, J. B., Zhang, X., Buckwalter, P., & O'Brien, M. (2003). The stability of primary language disorder: Four years after kindergarten diagnosis. Journal of Speech, Language, and Hearing Research, 46(6), 1283-1296.  • Ukoumunne, O. C., Wake, M., Carlin, J., Bavin, E. L., Lum, J., Skeat, J., ... & Reilly, S. (2012). Profiles of language development in pre‐school children: A longitudinal latent class analysis of data from the Early Language in Victoria Study. Child: care, health and development, 38(3), 341-349.  • Windsor, J., Scott, C. M., & Street, C. K. (2000). Verb and noun morphology in the spoken and written language of children with language learning disabilities. Journal of Speech, Language, and Hearing Research, 43(6), 1322-1336.  • World Health Organization. (2007). International Classification of Functioning, Disability, and Health: Children & Youth Version: ICF-CY. World Health Organization.  • Young, A. R., Beitchman, J. H., Johnson, C., Douglas, L., Atkinson, L., Escobar, M., & Wilson, B. (2002). Young adult academic outcomes in a longitudinal sample of early identified language impaired and control children. Journal of Child Psychology and Psychiatry, 43(5), 635-645.  • Ziegenfusz, S., Paynter, J., Flückiger, B., & Westerveld, M. F. (2022). A systematic review of the academic achievement of primary and secondary school-aged students with developmental language disorder. Autism & Developmental Language Impairments, 7, 23969415221099397.

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

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

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.

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: 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: 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: 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: 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: 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: 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: 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: 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: 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: 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/