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Leading Change in Continuing Education

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Podcast Course & Instructions: Surprise! Science says more therapy isn’t always better…
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  • Avatar
    Mary
    (5)
    Surprise! Science says more therapy is not always better

    Very interesting information. It needs to be shared with administrators, and Florida DOE so that maybe the whole system can be changed.

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    Lynda Lee
    (5)
    Surprise! Science says more therapy isn't always better....

    Awesome course!

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    Pamela
    (5)
    Useful information

    Always looking for evidence for decisions

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    vicki
    (5)
    Surprise! Science says more therapy isn’t always better

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    Michael
    (5)
    Nice work very informative.

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    Shelley
    (5)
    I knew it!!

    Loved hearing about this research. I have been telling SLPs for years about really looking at "therapy moments" and amount of time we pull our students from valuable instruction.

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"Thank you for making this excellent, research-based learning opportunity that is both extremely accessible and affordable. This is the best kind of PD: it’s one hour at a time so I can learn and then have time to synthesize and apply. It provides information I can apply to my practice immediately; and I can listen and learn while I drive, fold laundry, etc. thanks for the research and resources!"
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Meet your instructors

Mary Beth Schmitt, Ph.D., CCC-SLP

Mary Beth Schmitt, Ph.D., CCC-SLP directs the Children’s Language, Literacy, and Learning (CL3) Lab at UT Austin. Dr. Schmitt and her team investigate child-level and treatment-level aspects of therapy that affect language and literacy outcomes for children with developmental language disorders (DLD). These include topics such as behavior regulation, optimal treatment intensity, and peer effects. Her research is informed from her 11 years serving children with DLD before earning her Ph.D. from The Ohio State University. Her work is funded by the National Institutes of Health, Institutes of Educational Science and the US Department of Education, and American Speech-Language-Hearing Foundation Dr. Schmitt serves as editor for EBP Briefs, a peer-reviewed publication supporting evidence-based practice for practitioners.

SLP/BCBA; SLP Kate Grandbois (she/her) & Amy Wonkka (she/her)

Kate and Amy are co-founders of SLP Nerdcast. Kate is a dually certified SLP / BCBA who works primarily as an "AAC Specialist." She owns a private practice with a focus on interdisciplinary collaboration, augmentative alternative communication intervention and assessment, and consultation. Amy is an SLP who also works as an "AAC Specialist" in a public school setting. Amy's primary interests are AAC, typical language development, motor speech, phonology, data collection, collaboration, coaching, and communication partner training and support.
Speaker Disclosures
Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast.
Amy is an employee of a public school system and co-founder for SLP Nerdcast
Mary Beth receives salary support from NIH for a current study related to treatment intensity; she receives compensation for her role as EBP Brief Editor. Mary Beth is employed and receives a salary from University of Texas Austin.
Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also 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.
Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children.
Mary Beth received an honorarium for participation in this course. Mary Beth is an ASHA member.

References and Resources

1. Schmitt, M. B., Justice, L. M. & Logan, J. A. R. (2017). Intensity of language treatment: contribution to children’s language outcomes. International Journal of Language & Communication Disorders, 52(2), 155–167. https://doi.org/10.1111/1460-6984.12254

2. Schmitt, M. B. (2020). Children’s Active Engagement in Public School Language Therapy Relates to Greater Gains. American Journal of Speech-Language Pathology, 29(3), 1505–1513. https://doi.org/10.1044/2020_ajslp-19-00157

3. Justice, L. M., Logan, J., Schmitt, M. B., & Jiang, H. (2016). Designing effective speech-language interventions for children in the public schools: Leverage the spacing effect. Policy Insights from the Behavioral and Brain Sciences, 3(1), 85-91.

University of Texas at Austin Children's Language, Literacy, and Learning Lab

Intensity of Language Treatment: Contribution to Children's Language Outcomes 

Intensity of Language Treatment: Implementation Strategies

UT Austin_Vocabulary Intervention & Treatment Intensity 2022.pdf

Find the  UTCL3 Lab on Instagram and Facebook @utcl3lab

Course Details
Course Number

ABJE0092

When

Available on demand

Where

Listen to this course on your favorite podcast player, on our YouTube channel, or using the video above.

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Click here to visit our blog and read the transcript. Email [email protected] for transcript help or accessibility needs.

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  • Financial and In-Kind support was not provided for this course. Learn more about corporate sponsorship opportunities at www.slpnerdcast.com/corporate-sponsorship
Disclaimer
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Thank you to our Contributing Editors

Episode Summary provided by Tanna Neufeld, MS, CCC-SLP, Contributing Editor
Audio File Editing provided by Caitlin Akier, MA, CCC-SLP/L, Contributing Editor
Promotional Contribution provided by Paige Biglin, MS, CCC-SLP, Contributing Editor
Web Editing provided by Sinead Rogazzo, MS, CCC-SLP, Contributing Editor