Envision Optimizing Assessment and Dismissal for Students in Public Schools

A Metalinguistic Approach for School-Based Therapy with Lynne Telesca

This episode offers school-based SLPs practical insight into supporting both language and literacy within written language intervention. Guest: Lynne Telesca, PhD, CCC-SLP Earn 0.10 ASHA CEUs for this episode with Speech Therapy PD [https://www.speechtherapypd.com/courses/metalinguistic-approach] Watch on Youtube [https://www.youtube.com/watch?v=bmJB8moyR7s] In this episode of School of Speech, Carolyn Dolby, MS, CCC-SLP, is joined by Lynne Telesca, PhD, CCC-SLP, to discuss how a metalinguistic approach to writing can be used during school-based language therapy sessions. Throughout their conversation, they provide an overview of the purpose of this approach, its basic elements, and how it can be incorporated into therapy to support language and literacy through written language. You will learn about the foundational components of a metalinguistic approach and how written language activities can be used as a multimodal way to target communication skills in school-based therapy. Dr. Telesca also shares steps for implementing this approach during language therapy sessions across educational settings. About the Guest: Dr. Lynne Telesca, PhD. CCC-SLP, is an associate professor of Communication Disorders at the State University of New York at New Paltz. She has taught undergraduate and graduate courses in language and literacy over the past eight years. Dr. Telesca is passionate about keeping current and presenting on evidence-based practices that will make a difference in speech-language pathologists’ therapeutic decision-making and practice. Show Notes: Implementing a Metalinguistic Approach to Secondary School Writing Article [https://pubs.asha.org/doi/10.1044/2023_LSHSS-22-00182]

Envision Optimizing Assessment and Dismissal for Students in Public Schools

Listeners will gain research-informed strategies for making confident, student-centered decisions while strengthening collaboration with educational teams and families. Guests: Amy Culligan, MA, CCC-SLP & Laura Gottlieb, MA, CCC-SLP Earn 0.10 ASHA CEUs for this episode with Speech Therapy PD [https://www.speechtherapypd.com/courses/envision-optimizing-assessment] Watch on Youtube [https://www.youtube.com/watch?v=yDfIIzAvjtA] The episode takes an in-depth look at the three prongs of eligibility, including documenting educational impact and determining the need for specially designed instruction and related services. Amy and Laura also address common challenges clinicians face when considering dismissal, including parent concerns, team disagreements, and difficult IEP conversations. About the Guests: Amy Culligan, MA, CCC-SLP, is a dedicated Speech-Language Pathologist with over 25 years of experience in school settings. She has worked with diverse populations and a range of programs. In addition to providing direct therapy, Amy was the Lead SLP for Long Beach Unified for seven years. Laura Gottlieb, MA, CCC-SLP, is a bilingual Speech-Language Pathologist with over 27 years of experience working in school settings. Laura has spent a number of years providing assessment support to school districts with their diverse assessment needs. In an effort to return students to their Least Restrictive Environment (LRE) and reduce services, Laura is currently working for the Long Beach Unified School District, where she conducts evaluations of students who are ready to exit.

What's an Error Anyway? Reframing Persistent Speech Patterns

What counts as a “speech error,” and who gets to decide? Guests: Dr. Philip Combiths, PhD, CCC-SLP; Dr. Naomi Rodgers, PhD, CCC-SLP; Dr. Rick Arenas, PhD; Dr. Carlos Irizarry Pérez, PhD, CCC-SLP; Jessica Nico, MA, CCC-SLP, TSSLD, ASD-CS & Matt Phillips, MA, CCC-SLP Earn 0.10 ASHA CEUs for this episode with Speech Therapy PD [https://www.speechtherapypd.com/courses/persistent-speech] Watch on Youtube [https://www.youtube.com/watch?v=WJNJsCPmXTk] The guests share what led them to question traditional, deficit-based labels and how their collaboration developed through shared interests in neurodiversity and lived experience. Drawing from ongoing interviews with adults with PSPs, they bring forward perspectives that are often missing from clinical decision-making and challenge long-held assumptions about what needs to change and why. About the Guests: Dr. Naomi Rodgers, PhD, CCC-SLP, is an assistant professor at the University Iowa. Her interdisciplinary, trauma-informed program of research centers on the cognitive, emotional, and social aspects of stuttering experiences and therapy. Dr. Rick Arenas, PhD, is an associate professor at the University of New Mexico. His primary area of research is developmental stuttering. In his early career he focused on the neurobiological mechanisms involved in the variability of stuttering across contexts. Jessica Nico, MA, CCC-SLP, TSSLD, ASD-CS, is a New York and New Mexico–licensed pediatric speech-language pathologist with a decade of experience serving children and their families in clinic, school-, and home-based settings. Dr. Philip Combiths, PhD, CCC-SLP, is an Assistant Professor in the Department of Communication Sciences and Disorders at the University of Iowa and Director of the Clinical Linguistics and Disparities Lab. Dr. Carlos Irizarry Pérez, PhD, CCC-SLP (he/his), is an Assistant Professor in the University of New Mexico’s Speech and Hearing Sciences Department. He received his PhD in Communication Disorders from the University of Texas at Austin. Matt Phillips, MA, CCC-SLP, is a person who stutters, a speech therapist, and a PhD student at Michigan State University. He is passionate about helping kids, teens, and adults who stutter become more confident and joyful communicators, which he does through his work at the Sisskin Stuttering Center using an Avoidance Reduction Therapy for Stuttering (ARTS®) framework.

Making Confident Caseload Decisions with Julia Yi

When is it appropriate to continue services, and when is it time to dismiss? Guest: Julia Yi, PhD, CCC-SLP Earn 0.10 ASHA CEUs for this episode with Speech Therapy PD [https://www.speechtherapypd.com/courses/continue-or-dismiss] Watch on Youtube [https://www.youtube.com/watch?v=PoT2ZtCQocw] In this episode of School of Speech: Continue or Dismiss: Making Confident Caseload Decisions, Carolyn Dolby, MS, CCC-SLP, is joined by Julia Yi, PhD, CCC-SLP, to tackle one of the most complex questions school-based SLPs face. Together, they unpack what ASHA and IDEA actually say about eligibility and dismissal, moving beyond surface-level guidance to examine how these decisions play out in real school settings. The conversation also explores the nationwide shift away from the speech or language impairment category as students get older, and what that means for caseloads, service delivery, and student support. About the Guest: Dr. Julia Yi is an Assistant Professor at the MGH Institute of Health Professions’ Department of Communication Sciences and Disorders in Boston, MA. She teaches courses in the MS SLP program on developmental language and literacy, evidence-based practice, and teaching English learners. Her research broadly focuses on adolescent language and literacy.

Demystifying Developmental Language Disorder - Part 2 with Wendy & Diane

Through a practical, school-based lens, this discussion helps you connect the DLD framework to real-world clinical practice so you can better identify needs, set meaningful goals, and support students as those demands grow more complex. Guest: Wendy Morgan MS, CCC-SLP & Diane Ogiela PHD, CCC-SLP Earn 0.10 ASHA CEUs for this episode with Speech Therapy PD [https://www.speechtherapypd.com/courses/demystifying-dld-pt2] Watch on Youtube [https://www.youtube.com/watch?v=x21LzJJ_Ju0] In this episode of School of Speech, Carolyn Dolby, MS, CCC-SLP, is joined by Diane Ogiela, PhD, CCC-SLP, and Wendy Morgan, MS, CCC-SLP, to continue the conversation on Developmental Language Disorder (DLD), a common yet often under-identified condition that impacts spoken language, literacy, and academic success across the lifespan. Building on Part 1, this episode focuses on how the profile of children with DLD evolves over time and what that means for your clinical decision-making. You’ll explore how language demands shift as children move through school and how to adjust your assessment and intervention to better support social communication, classroom participation, and academic outcomes. Show Notes: ASHA Letter [https://www.asha.org/siteassets/advocacy/comments/asha-letter-to-department-of-education-about-dld-012423.pdf]