Episodes

  • Episode Zero: About & FAQ

    Episode Zero: About & FAQ
    Feb 1 2020

    You asked, and we listened. Tune into this episode to have (hopefully) all of your questions answered about who we are, what this show is about, our process, and continuing education. We review our professional work history and interests, what this show is about and how it was born, and how you can use this podcast for ASHA CEUs.

    We hope this episode gives you some answers, but if not please email us anytime! We love hearing from our listeners. Give it a listen, be our nerdy friend, and then enjoy an episode for credit. Thank you for being a listener and supporter of SLP Nerdcast!

    __

    SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!

    We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can also:

    Follow us on instagram

    Follow us on facebook

    We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
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    20 mins
  • Collaborating with BCBAs

    Collaborating with BCBAs
    Feb 23 2020
    UPDATE: This episode was recorded and published with an error (@ timestamp 6:35). INTERprofessional collaboration is collaboration between different fields or professions (example: an SLP collaborating with a BCBA). INTRAprofessional collaboration is collaboration within one field (example: an SLPs collaborating with other SLPs). In our recording we swapped the two - blame it on first episode jitters!A BIG THANKS to our listener who brought this to our attention! You know who you are!!___Get .1 ASHA CEU hereWelcome to our first post! This podcast was a big one for us in so many ways! Since we are just a couple of nerds, who are also friends, and actually do spend an inordinate amount of time talking about “nerdy speech and language things” in our free time - the idea of being a bit more structured in our topics and recording our conversations for others to hear was an idea we threw around for a while. It became our brain baby. We were nervcited* about it. And now it is real.Why start our podcasting journey here? Collaborating with BCBAs has been an ongoing thread running through both of our careers in speech language pathology. BCBA/SLP relationships can be a polarizing topic on both sides of the office/school/clinic. We’ve personally had some great experiences, and some not so great ones. We both went through a post-graduate certificate program to become BCBAs (Kate took the exam and has the letters to prove it). We’ve both been challenged with difficult collaborative situations, and we’ve been on the sidelines to see the challenges experienced by our colleagues in their working relationships with others.So why collaborate in the first place? Well, to begin with it’s the ethical choice. Our ASHA code of ethics is long, but there are some clear points made as to why it is ethical to collaborate. Plus, the field of ABA sometimes gets a bad rep - BCBAs and the field of ABA in general can have a lot to offer. We have both found it to be a great compliment to our speech therapy practices. Unfortunately, sometimes collaborating is a hard road, for a variety of reasons, and most of us don’t receive any type of explicit training on this in graduate school. How do we navigate these relationships as a professional? Do we even have to? Is it worth all the potential hassle? In this podcast we will talk in depth about the why and the how of intraprofessional collaboration with BCBAs. Spoiler alert: We’ve both had the good fortune of some wonderful shared clinical experiences with BCBAs - and we really think it is an experience worth figuring out!Come join us, be our nerdy friend, listen, learn, and earn ASHA CMHs (other providers check with your credentialing organization to find out if our quiz and certificate of participation counts toward the professional development requirements for your license, email us with any questions!).*Nervcited - a word we are pretty sure we invented. It's that weird combination of simultaneously feeling nervous and excited about something.ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information .Learning Outcomes1. Provide at least 3 descriptive facts about applied behavior analysis2. Describe at least 2 reasons to collaborate with behaviorally oriented professionals3. Identify at least 2 barriers to collaborating4. Identify at least 2 strategies for effective collaboration.ReferencesCooper, J. O., heron, T. E., & Heward, W. L. (2007). Applied Behavior Analysis (2nd Ed.) New York, NY: PearsonDonaldson, A. L. & Stahmer, A. C. (2014). Team Collaboration: The Use of Behavior Principles for Serving Students with ASD. Language, Speech, and Hearing Services in Schools, 45, 261–276Stone, Douglas., Bruce Patton, and Sheila Heen. Difficult Conversations: How to Discuss What Matters Most. New York, N.Y.: Viking, 1999Online ResourcesBehavior Analyst Certification BoardASHA Guidelines for Caseload and WorkloadDisclosures:Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG.Time Ordered Agenda:10 minutes: Introduction, Disclaimers and Disclosures20 minutes: Descriptions of the science of applied behavior analysis15 minutes: Descriptions of the responsibilities to collaborate and the identified barriers to collaboration10 minutes: Describe the strategies to improved collaborative practices5 minutes: Summary and ClosingDisclaimerThe contents of this episode ...
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    56 mins
  • Aided Language Modeling

    Aided Language Modeling
    Mar 12 2020

    Get .1 ASHA CEU here

    Aided modeling interventions are becoming a common recommendation in the field of AAC. You hear about it at conferences, you see it posted on social media, it’s listed on popular reference websites. It’s kind of a hot topic.

    But - what is it exactly? Is it called aided language stimulation, aided language modeling, or aided language input? With everyone calling it different things and doing it in different ways it’s hard to tell if you are doing it correctly.

    Plus, a lot of the references out there on social media and blog posts don’t review the literature. Fortunately there is a lot of literature out there, but there is a lot of variation. In this episode we review several articles and meta-analyses to get a feel for the overall evidence out there. We also discuss what evidence we have in the literature support its use and how we can apply it effectively with our clients / students / patients. ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information .

    Learning Outcomes

    1. Review and define aided language modeling

    2. Review at least two descriptions of aided language modeling in literature

    3. Describe at least 2 implementation procedures for aided language modeling

    4. Describe at least 2 things to consider when using aided language modeling as an intervention strategy

    References

    This episode has a substantial reference list. Available as a free download here.

    Online Resources

    ASHA Practice Portal on AAC:

    https://www.asha.org/Practice-Portal/Professional-Issues/Augmentative-and-Alternative-Communication/

    ASHA Resources on Evidence Based Practice

    https://www.asha.org/research/ebp/evidence-based-practice/

    Disclosures:

    Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.

    Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG.

    Time Ordered Agenda:

    10 minutes: Introduction, Disclaimers and Disclosures

    20 minutes: Review of the definition of aided language modeling and supporting descriptions in literature

    15 minutes: Review of different implementation procedures in aided language modeling

    10 minutes: Review considerations for using aided language modeling as an intervention strategy

    5 minutes: Summary and Closing

    Disclaimer

    The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!

    __

    SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!

    We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:

    Follow us on instagram

    Follow us on facebook

    We are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
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    1 hr and 2 mins
  • Data Collection

    Data Collection
    Mar 13 2020
    Get .1 ASHA CEU hereWow. Data collection. Qualitative. Quantitative. Frequency. Latency. Validity. Accuracy.Super exciting topic - no really! We know speech language pathology is an evidence-based practice, but we don’t get tons of training in different types of data collection methods or how to optimize our data collection for our work environment. We found some great articles when we were preparing for this podcast, and we are excited to share them with you.In this episode we hope to get you as excited about data as we are! Learn about why we should even collect data in the first place, and what are the important components that make data “good”. Find out some questions you should ask yourself when thinking about what data you’ll collect and how you’ll do it - including whether you should consider your data collection methods when writing goals and objectives. Finally, we’ll troubleshoot some potential data-collection pitfalls and give tips about how to avoid data that is inaccurate, cumbersome, or even impossible to take.Come and hang out, be our nerdy friend, listen, learn, and earn ASHA CMHs (other providers check with your credentialing organization to find out if our quiz and certificate of participation counts toward the professional development requirements for your license, email us with any questions!). Get as excited as we are about data collection and watch your relationship with this clinical skill change for the better!ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information .Learning Outcomes1. Identify at least 2 reasons to take data and describe at least 2 components to consider when taking data?2. Identify at least 2 hurdles to collecting data3. Identify at least 2 strategies to overcoming hurdles to data collection4. Identify at least 2 kinds of data collection and situations they are best suited toReferencesKorsten, J. (2002). Meaningful data: Making sense of + and -. Perspectives on Augmentative and Alternative Communication, 11(3), 10-13Olswang, L. B. & Bain, B. (1994). Monitoring children’s treatment progress. American Journal of Speech-Language Pathology, 3(3), 55-66Walz, J. (2013). Technology to support data collection and management in the public schools. Perspectives on School-Based Issues, 14(1), 10-14Disclosures:Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG.Time Ordered Agenda:10 minutes: Introduction, Disclaimers and Disclosures20 minutes: Descriptions of reasons for data collection and hurdles to data collection15 minutes: Descriptions of the strategies for overcoming hurdles to data collection10 minutes: Describe of different kinds of data collection and situations in which they may be appropriate5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:Follow us on instagramFollow us on facebookWe are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
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    1 hr and 3 mins
  • Setting up a Private Practice Part 1: Liability and Financial Considerations

    Setting up a Private Practice Part 1: Liability and Financial Considerations
    Mar 21 2020
    Get .1 ASHA CEU hereStarting a private practice can be exciting - but also daunting, intimidating, or for some of us outright terrifying. There is a certain vulnerability in putting yourself out there. This vulnerability extends way beyond whether or not you are making the right clinical decisions out on your own. There are often concerns about liability, budgeting, taxes and money management, overhead costs, policies, regulations → mind explosion.First off, we want everyone interested in private practice to know that it is totally possible. A bajillion people go into business for themselves. Just because we don’t get business management training as part of our degree does not make us less equipped to go into business for ourselves. There are so many resources out there. Taking advice from a seasoned business owner is just the start. Our goal for this episode is to help you start that journey, get you hooked into some good resources out there, and answer some of these long standing questions related to risk, liability, and finances.Disclaimer: We are not attorneys or accountants. The information provided in this episode comes from personal experience owning and running a private practice for the last 10 years. We always defer to the experts for legal and accounting / financial advice. While you can always reach out to use with questions, we recommend you find some good local resources for specific issues!ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information .Learning OutcomesIdentify at least 2 common legal / liability considerations when setting up a private practiceIdentify at least 2 common financial considerations when setting up a private practiceIdentify 2 of the most frequent revenue streams in private practice and considerations for eachReferencesCornett, B. S. (2006). Clinical documentation in speech-language pathology: Essential information for successful practice. ASHA Leader, 11(12), 8-25Online ResourcesMalpractice Insurance ResourcesMercer Consumer (Formerly MARSH)Healthcare Providers Service Organization (HPSO)Corporate Filing ResourcesBizfilings (information about different corporate structures)MyCorporation: Everything you need to know:HIPAA Compliance ResourcesASHA and HIPAAGeneral HIPAA informationTax ID and NPI ResourcesLink to apply for an EINNational pan and Provider Enumeration System (NPPES; apply for / look up your NPI number)Centers for Medicare and Medicaid information about NPI numbersTax ResourcesLearn more about self employment taxHealth Insurance and Superbill ResourcesASHA superbill templatesASHA CPT codesASHA ICD-10 codesDisclosures:Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG.Time Ordered Agenda:10 minutes: Introduction, Disclaimers and Disclosures20 minutes: Descriptions of common legal considerations in private practice15 minutes: Descriptions of common financial considerations in private practice10 minutes: Descriptions of common revenue streams in private practice5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:Follow us on instagramFollow us on facebookWe are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
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    1 hr and 10 mins
  • Partner Training in AAC

    Partner Training in AAC
    Mar 31 2020
    Get .1 ASHA CEU hereIt takes two (Kate’s singing somewhere, listen to the podcast, you’ll get it) - at least two, for communication. When introducing aided AAC tools to people with complex communication needs, it isn’t just about them - things they have to learn, changes they need to make. Optimal communication and acquisition of new skills requires something from the partner as well.In this podcast we’ll review several studies on partner training that just might make you think about things a little differently. We’ll give some background on what the literature says about partner training, why you should think about incorporating it into your practice, and consider some potential obstacles and workarounds that might fit your environment.Expect to learn the common communication behaviors seen in partners of aided AAC users, frequently used methods employed in partner training programs, and specific questions to ask yourself prior to embarking on a partner training program. We’ll provide an overview of the work of Kent-Walsh and Binger with the ImPAACT program, and hopefully you’ll get as inspired as we were!Come join us, be our nerdy friend, listen, learn, and earn ASHA CMHs (other providers check with your credentialing organization to find out if our quiz and certificate of participation counts toward the professional development requirements for your license, email us with any questions!).ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information .Learning Outcomes1. Define partner training and review at least 2 evidence based descriptions of partner training2. Describe at least two implementation strategies for partner training3. Identify at least 2 hurdles to implementing partner training and 2 strategies for overcoming those hurdlesReferencesBinger, C., & Kent-Walsh, J. (2012). Selecting Skills To Teach Communication Partners: Where Do I Start? Perspectives on Augmentative and Alternative Communication, 21(4), 127–135. doi: 10.1044/aac21.4.127Kent-Walsh, J., & Binger, C. (2013). Fundamentals of the ImPAACT Program. Perspectives on Augmentative and Alternative Communication, 22(1), 51–58. doi: 10.1044/aac22.1.51Kent-Walsh, J., Murza, K. A., Malani, M. D., & Binger, C. (2015). Effects of Communication Partner Instruction on the Communication of Individuals using AAC: A Meta-Analysis. Augmentative and Alternative Communication, 31(4), 271–284. doi: 10.3109/07434618.2015.1052153Kovach, T. M. (2009). Augmentative & alternative communication profile a continuum of learning. East Moline, IL: LinguiSystems.Online ResourcesSchmidt, J., Lu, T., Boyle, T., & Vedantam, S. (2018, June 5). When Everything Clicks: The Power Of Judgment-Free Learning. Retrieved from https://www.npr.org/2018/06/04/616127481/when-everything-clicks-the-power-of-judgment-free-learningDisclosures:Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG.Time Ordered Agenda:10 minutes: Introduction, Disclaimers and Disclosures20 minutes: Descriptions of partner training and the supporting evidence in the literature15 minutes: Descriptions of implementation strategies for partner training10 minutes: Describe the hurdles to effective partner training and strategies to overcome those hurdles5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!—SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:Follow us on instagramFollow us on facebookWe are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!
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    1 hr and 2 mins
  • Verbal Behavior for SLPs

    Verbal Behavior for SLPs
    Apr 13 2020
    Get .1 ASHA CEU hereYou may be asking yourself: “But why is verbal behavior even relevant to SLPs?” This is a valid question, and we have a few answers.First, most SLPs (especially in pediatrics) will interact with a BCBA at some point in their careers (and the field of ABA is only growing!). We’d bet that the majority of SLPs will come across terms like “mand” and “tact” at least once in their careers. If our clients/students/patients (particularly those with autism) and their families are using these terms / being exposed to them, shouldn’t we know exactly what they mean?Second, verbal behavior is so often misunderstood and, in our personal experience, has been misrepresented time and again by friends and colleagues who are misinformed. When Kate started her first job as a CF she was told that verbal behavior was when a ‘BCBA took the students AAC device away and makes them speak’ - appalling! Fortunately, that’s not at all what it is, and we’d like to set the record straight once and for all. Understanding verbal behavior can, without a doubt, enrich the clinical practice of the SLP.Third, if we as SLPs are expected to work alongside the field of ABA, we need to collaborate effectively. After all, effective collaboration is what is best for our clients, not to mention part of our ethical code. Collaborating with a BCBA can be challenging (for a whole host of reasons - we have an episode all about that), but incredibly important given the high percentage of comorbidity between communication and behavioral disorders. Understanding relevant terminology like “mand” and “tact” can help you overcome a huge hurdle to successful and effective collaboration.ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information .Learning Outcomes1. Define verbal behavior and identify at least 2 components of it’s history2. Define at least 3 verbal operants3. Describe at least 2 components of verbal behavior that are relevant to the practice of speech and language pathologistsReferences:Cooper, J., Heron, T. & Heward, W., 2020. Applied Behavior Analysis. 3rd Ed. Upper Saddle River, Nj: Pearson.Michael, J. (1985). Two kinds of verbal behavior plus a possible third. The Analysis of Verbal Behavior, 3, 1–4. doi.org/10.1901/jeab.1984.42-36Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. New York: Appleton-Century-CroftsSkinner, B. F. (1953). Science and human behavior. New York: Free Press.Skinner, B. F. (1957). Verbal behavior. New York: Appleton-Century-CroftsSundberg, M. L. (1978b). A program for teaching verbal behavior to persons in whom language is absent or defective. Western Michigan University. Behavioral Monograph #6, Kalamazoo, MI.’Sundberg, M. L., Michael, J., & Peterson, N. (1977). Sign language: A behavioral analysis and applications. Western Michigan University Behavioral Monograph #1.Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20, 158–177.Watson, J. B. (1924). Behaviorism. New York: W. W. Norton.Online Resources:Mark Sundberg publications Disclosures:Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG.Time Ordered Agenda:10 minutes: Introduction, Disclaimers and Disclosures20 minutes: Descriptions of verbal behavior and it’s history15 minutes: Descriptions of the main verbal operants10 minutes: Description and discussion of how verbal behavior is relevant to the practice of a speech and language pathologist5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at ...
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    1 hr and 7 mins
  • AAC Implementation Plans

    AAC Implementation Plans
    Apr 27 2020
    Get .1 ASHA CEU hereDISCLAIMER: We got a little sassy in this episode. Contains explicit content.Anyone who works in AAC knows that matching an individual with the right tool is a crucial step to AAC success - but more often than not the success is NOT about having the right tool. Success happens when the tool is implemented in conjunction with a successful teaching procedure consistently across communication partners. There is no better way to make this happen than writing and distributing an implementation plan.Implementation plans come to us from the world of assistive technology. While they are an incredibly important component to effective AAC use, they can (and sometimes should) be used across different aspects of language intervention, especially when multiple communication partners are involved. Because communication partners bring their own varied experiences, education, and values to the table, implementation plans can be an incredible resource to bridge gaps for AAC uses in a variety of settings. As evolving documents, they contain key information to help communication partners use the tool and seek information when there are breakdowns in effective communication.In this episode we review the importance of AAC implementation pans, key components of successful plans, and different hurdles you may find depending on your setting. Our goal is that by the end of this episode you are excited as we are about this amazing and effective documents!ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information.Learning Outcomes1. Describe at least 2 key components of AAC implementation plans and why they should be used2. Identify at least 2 potential benefits of using AAC implementation plans3. Identify at least 2 hurdles to effective AAC implementation plansReferencesBausch, M. E., & Ault, M. J. (2008). Assistive Technology Implementation Plan. TEACHING Exceptional Children, 41(1), 6–14. doi: 10.1177/004005990804100101Blackstone, S. W., & Wilkins, D. P. (2009). Exploring the Importance of Emotional Competence in Children With Complex Communication Needs. Perspectives on Augmentative and Alternative Communication, 18(3), 78–87. doi: 10.1044/aac18.3.78Light, J. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5(2), 137–144. doi: 10.1080/07434618912331275126Online ResourcesAAC Implementation Plans: Preparing for Successful Communication. (2018, February 15). Retrieved from https://www.ctdinstitute.org/library/2017-12-06/aac-implementation-plans-preparing-successful-communication-0American Speech-Language-Hearing Association. (n.d.). Retrieved from https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589942773§ionNATRI Home Page. (n.d.). Retrieved from http://natri.uky.edu/index.html(n.d.). Retrieved from http://www.wati.org/free-publications/assistive-technology-consideration-to-assessment/What are the school's responsibilities regarding assistive technology? (n.d.). Retrieved from https://iris.peabody.vanderbilt.edu/module/at/cresource/q2/p05/Zangari, C. (2019, September 8). How I Do It: Setting Up an AAC Implementation Plan. Retrieved from https://praacticalaac.org/praactical/how-i-do-it-setting-up-an-aac-implementation-plan/Disclosures:Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG.Time Ordered Agenda:10 minutes: Introduction, Disclaimers and Disclosures20 minutes: Descriptions of AAC implementation plans and how they should be used15 minutes: Descriptions of benefits of using AAC implementation plans across settings10 minutes: Describe hurtles to effective AAC implementation plans and strategies for overcoming those hurdles5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast...
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    1 hr and 3 mins