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

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: Cognitive Therapy for Concussions/Mild TBI
Get .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/cognitive-therapy-for-concussions-mild-tbi-abje0121
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 at least 2 key signs and symptoms of a concussion / mild TBI, warning signs, and recovery timelines
2. Describe the role of the SLP in concussion / mild TBI care
3. Describe how cognitive therapy plays a role in the concussion / mild TBI recovery process
References & Resources:
American Speech-Language-Hearing Association. (2016). Scope of practice in speech-language pathology [Scope of Practice]. Available from www.asha.org/policy/.
Baker, J. G., Willer, B. S., Dwyer, M. G., & Leddy, J. J. (2020). A preliminary investigation of cognitive intolerance and neuroimaging among adolescents returning to school after concussion. Brain injury, 34(6), 820-829.
Corwin, D. J., Zonfrillo, M. R., Master, C. L., Arbogast, K. B., Grady, M. F., Robinson, R. L., ... & Wiebe, D. J. (2014). Characteristics of prolonged concussion recovery in a pediatric subspecialty referral population. The Journal of Pediatrics, 165(6), 1207-1215.
Lumba-Brown, A., Ghajar, J., Cornwell, J., Bloom, O. J., Chesnutt, J., Clugston, J. R., Kolluri, R., Leddy, J. J., Teramoto, M., & Gioia, G. (2019). Representation of concussion subtypes in common postconcussion symptom-rating scales. Concussion (London, England), 4(3), CNC65. https://doi.org/10.2217/cnc-2019-0005
Mashima, P., Waldron-Perrine, B., MacLennan, D., Sohlberg, M., Perla, L., Eapen, B. (2021). Interprofessional Collaborative Management of Postconcussion Cognitive Symptoms. American Journal of Speech-Language Pathology, 30, 1598-1610.
Patricios, J. S., Schneider, K. J., Dvorak, J., Ahmed, O. H., Blauwet, C., Cantu, R. C., Davis, G. A., Echemendia, R. J., Makdissi, M., McNamee, M., Broglio, S., Emery, C. A., Feddermann-Demont, N., Fuller, G. W., Giza, C. C., Guskiewicz, K. M., Hainline, B., Iverson, G. L., Kutcher, J. S., Leddy, J. J., … Meeuwisse, W. (2023). Consensus statement on concussion in sport: the 6th International Conference on Concussion in Sport-Amsterdam, October 2022. British journal of sports medicine, 57(11), 695–711. https://doi.org/10.1136/bjsports-2023-106898
Sohlberg, M., & Ledbetter, A. (2016). Management of Persistent Cognitive Symptoms After Sport-Related Concussion. American Journal of Speech-Language Pathology, 25, 138-149.

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: Introduction to Special Education Law: Questions Answered
Get .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/introduction-to-special-education-law-questions-answered-abje0122
Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.
On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.
To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST
To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
Learning Objectives:
Identify at least one of the "Purposes" stated in the Individuals with Disabilities Education Act (IDEA)
Describe the difference between an IEP and a 504
List at least two legal considerations for recommendations of service delivery
List two strategies for advocating within a school setting when administration is not supporting compliance with an IEP

References & Resources:
Wrightslaw
Comprehensive Speech and Language Evaluations: Beyond the Standard Score
Assessment and the Status Quo

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: Mental Health and Supervision: Perspectives on Supervision of Graduate Students
Get .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/mental-health-and-supervision-perspectives-on-supervision-of-graduate-students-abje0123
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 practices that support the mental health needs of graduate students
Describe Anderson’s continuum and how feedback changes throughout the clinical education process
Identify at least 6 characteristics of effective feedback
References & Resources:
Evans, T.M., Bira, L., Gastelum, J.B., Wiss, L.T., & Vanderford, N.L. (2018). Evidence for a mental health crisis in graduate education. Nature Biotechnology, 36, 282-284.
Gonzalo, J. D., Heist, B. S., Duffy, B. L., Dyrbye, L., Fagan, M. J., Ferenchick, G., Harrell, H., Hemmer, P. A., Kernan, W. N., Kogan, J. R., Rafferty, C., Wong, R., & Elnicki, M. D. (2014). Content and timing of feedback and reflection: A multi-center qualitative study of experienced bedside teachers. BMC Medical Education, 14(1).​
Lara, Mogensen, & Markuns. (2016). Effective Feedback in the Education of Health Professionals. Support Line. 38(2); 3-8.​
Lieberman, R., Raisor-Becker, L, Sotto C., & Redle, E. (2018). Investigation of Graduate Student Stress in Speech Language Pathology. Teaching and Learning in Communication Sciences and Disorders. 2(2) Article 6.
Malandraki, J. (2022 November 21) From My Perspective/Opinion: The Cost of Overlooking Mental Health in Graduate Education. ASHA LeaderLive.  https://leader.pubs.asha.org/do/10.1044/leader.FMP.26052021.8/full/
McCready, V., Raleigh, L., Schober-Peterson, D., & Wegner, J. (2016). Feedback: What's new and different? Perspectives of the ASHA Special Interest Groups, 1(11), 73–80. ​
Nottingham & Henning. (2014) Feedback in Clinical Education, Part I: Characteristics of Feedback Provided by Approved Clinical Instructors. Journal of Athletic Training. 49(1); 49-57.​
Nottingham & Henning. (2014) Feedback in Clinical Education, Part II: Approved Clinical Instructor and Student Perceptions of and Influences on Feedback. Journal of Athletic Training. 49(1); 58-67. ​
Nunes, P., Williams, S., Sa, B., Stevenson, K., (2011) A Study of Empathy decline in students from five health disciplines during their first year of training. International Journal of Medical Education. 2; 12-17.
Ramani, S & Krackov, SK. (2012). Twelve tips for giving feedback effectively in the clinical environment. Medical Teacher. 34; 787-791. ​
Rice, S. (2017) Stress and the Surfboard. The ASHA Leader. 22(6).
Rizzolo, D. & Massey, S., (2020) Fluctuations in STress Over Time During the First Year of Health Science Programs. Journal of Allied Health. 49(2); 120-124.
Tilstra, J., Coffman, M., Gonia, T., Koziol, C., Liebe, E. (2019). Communication Sciences and Disorders Graduate Students’ Strengths and Vulnerabilities Related to Resilience: A Survey of Graduate Programs. The Internet Journal of Allied Health Sciences and Practice. 
Walden, P. R.  & Gordon-Pershey, M. (2013). Applying Adult Experiential Learning Theory to Clinical Supervision: A Practical Guide for Supervisors and Supervisees. Perspectives on Administration and Supervision. 23(3); 121-144.
Weiland, D., & Kucirk, B. (2020) Helicopter Parenting and the Mental Health of iGen College Students. Journal of Psychosocial Nursing & Mental Health Services. 58(5); 16-22.
Zylla-Jones, E. (2009). Feedback in Supervision. ASHA – Perspectives on

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: Trauma and Grief Support for Families, Caregivers, and Professionals in EI
Get .05 ASHA CEU and view the full course landing page here.
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 two considerations for supporting grieving parents and families in early intervention
List at least two considerations for supporting professionals and staff after the loss of a client
References & Resources:
Guys and Grief Podcast
Emma's Footprints

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: Speech Therapy Through a Psychosocial and Trauma-Informed Lens
Get .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/speech-therapy-through-a-psychosocial-and-trauma-informed-lens-abje0125
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 psychosocial & trauma informed approach to speech therapy
Describe how speech therapy fits within a bottom-up brain-based framework
Identify at least 3 psychosocial factors that can impact: the therapeutic relationship, communication development and learning the use of our communication skills

References & Resources:
Trauma-Informed Practice Guide (PDF) | Speech Pathologists
Goddard, A. (2021). Adverse Childhood Experiences and Trauma-Informed Care. Journal of Pediatric Health Care, 35(2), 145-155. https://doi.org/10.1016/j.pedhc.2020.09.001.
LaGrange, E. P. (2022, May 23). The Relentless Hurt of Trauma. The ASHA LeaderLive Speech-Language Pathology. https://leader.pubs.asha.org/doi/10.1044/leader.SPS.27052022.18
Brumfitt S. Psychosocial aspects of aphasia: speech and language therapists' views on professional practice. Disabil Rehabil. 2006 Apr 30;28(8):523-34. doi: 10.1080/09638280500219349. PMID: 16513585.
McLean, S. (2016). The effect of trauma on the brain development of children: Evidence-based principles for supporting the recovery of children in care (CFCA Practitioner Resource). Melbourne: Child Family Community Australia information exchange, Australian Institute of Family Studies.
Binns AV, Hutchinson LR, Cardy JO. The speech-language pathologist's role in supporting the development of self-regulation: A review and tutorial. J Commun Disord. 2019 Mar-Apr;78:1-17. doi: 10.1016/j.jcomdis.2018.12.005. Epub 2018 Dec 21. PMID: 30605734.

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: Thinking Outside the “Box”: Exploring the SLP’s Role in Dyslexia
Get .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/thinking-outside-the-box-exploring-the-slps-role-in-dyslexia-abje0126
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 3 additional service delivery domains outside of assessment and treatment that are essential when working with students with dyslexia.
Describe three barriers to upstream thinking when discussing prevention and early identification.
Describe 3 ways you can play a role in upstream thinking for early identification of students who are already struggling with early literacy skills.
References & Resources:
Catts, H.W. and Hogan, T. Dyslexia: An ounce of prevention is better than a pound of diagnosis and treatment. Reading League Journal, 2, 6-13, 2021. https://fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/Catts_Hogan_preprint.pdf
Catts, H.W., and Petscher, Y. A cumulative risk and resilience model of dyslexia. Journal of learning disabilities. 2021. https://www.researchgate.net/publication/353804517_A_Cumulative_Risk_and_Resilience_Model_of_Dyslexia
Adolf, S.M., & Hogan, T.P. (2018). Understanding dyslexia in the context of developmental language disorders. Language, Speech, and Hearing Services in Schools, 49, 762-773.