SLP Nerdcast

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: Treating Persistent Speech Sound Errors in School Aged Children

Get 0.05 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/treating-persistent-speech-sound-errors-in-school-aged-children-abje0176

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 the use of nonwords, facilitative contexts, contrastive stress, and repetitive drills to stimulate the production of difficult speech sounds.
Describe essential motor learning principles for speech remediation.

References & Resources:

SATPAC: https://satpac.com/sacks-workshops/intro-to-satpac-program-and-approach 
Free SATPAC course: https://satpac.com/free-ceus-online-course

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: How to Provide Specialized Instruction to Students with Language Impairment

Get 0.05 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/how-to-provide-specialized-instruction-to-students-with-language-impairment-abje0175

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 quick and effective tools to assess children’s language abilities through language sampling and narrative contexts
Describe components of specialized language instruction

References & Resources:

Grammar Fundamentals (6 videos) - https://m.youtube.com/playlist?list=PL2toYybtLe6_ptroTMsl93Hlc20tjgJgz 
 
Advanced Grammar Fundamentals (4 videos) - https://m.youtube.com/playlist?list=PL2toYybtLe6_R-NiwMMouYIoFrT4pXK-C 

A scalable tool for assessing children's language abilities within a narrative context: The NAP (Narrative Assessment Protocol)
https://www.sciencedirect.com/science/article/abs/pii/S0885200609000933 

Sampling Utterances and Grammatical Analysis Revised (SUGAR): https://www.sugarlanguage.org/ 

Monitoring indicators of scholarly language: A progress monitoring tool for documenting changes in narrative complexity over time
https://cehs.usu.edu/csf/israelsen-augensteinmisl-2022.pdf 

Monitoring Indicators of Scholarly Language (MISL) Scoring Guide scoring rubric: https://cdn-links.lww.com/permalink/tld/a/tld_2015_12_07_sandra_1500023_sdc2.pdf 

The LEADERSProject - https://www.leadersproject.org

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: Empowering Early SLP Involvement for Tracheostomy Patients

Get 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/empowering-early-slp-involvement-for-tracheostomy-patients-abje0174

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 four research-based findings that impact the evaluation and treatment of dysphagia in tracheostomy patients
Analyze clinical indicators impacting appropriateness for oral intake trials for tracheostomy patients
Discuss the relevance of a decision tree in guiding the care of tracheostomy patients in current clinical practice 

References & Resources:

Baumgartner CA, Bewyer E, Bruner D. Management of communication and swallowing in intensive care: the role of the speech pathologist. AACN Adv Crit Care. 2008; 19(4):433–443.

Goff D, Patterson J. Eating and drinking with an inflated tracheostomy cuff: a systematic review of the aspiration risk. Int J Lang Commun Disord. 2019;54(1):30–40.

Leder SB, Ross DA. Investigation of the causal relationship between tracheotomy and aspiration in the acute care setting. Laryngoscope. 2000;110(4):641–644.

Leder SB, Joe JK, Ross DA, et al. Presence of a tracheotomy tube and aspiration status in early, postsurgical head and neck cancer patients. Head Neck. 2005;27(9):757–761.

McGowan SL, Ward EC, Wall LR, et al. UK survey of clinical consistency in tracheostomy management. Int J Lang Commun Disord. 2014;49(1):127–138.

Pryor L, Ward E, Cornwell P, et al. Patterns of return to oral intake and decannulation post-tracheostomy across clinical populations in an acute inpatient setting. Int J Lang Commun Disord. 2016;51(5):556–567.

Speed L, Harding KE. Tracheostomy teams reduce total tracheostomy time and increase speaking valve use: a systematic review and meta-analysis. J Crit Care. 2013;28(2):216 e1.

Suiter DM, McCullough GH, Powell PW. Effects of cuff deflation and one-way tracheostomy speaking valve placement on swallow physiology. Dysphagia. 2003;18(4):284–292.

Ward EJ, Solley C, Cornwell M. P. Clinical consistency in tracheostomy management. J Med Speech-Language Pathol. 2007;15(1):7–26.