Leading Change in Continuing Education
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Podcast Course: Surprise! Science says more therapy isn’t always better…
This course is offered for .1 ASHA CEUs (Introductory Level, Professional Area).
"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!"
-Johanna H.
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Introductory
60 min
Offered for .1 ASHA CEU (1 Hour of PD)
Podcast Course
Watch the course for free below or listen on your favorite podcast player
Post-test included in SLP Nerdcast Membership
What's Inside:
Podcast Course & Instructions: Surprise! Science says more therapy isn’t always better…
Self Assessment, Course Evaluation, and
Feedback
Learning Objectives
After participating in this session participants will be able to:
Describe the role of dose and frequency on children’s outcomes.
Describe how student engagement relates to language outcomes.
Identify at least three strategies for implementing the key findings from dosage and frequency research in your current practice.
Time Order Agenda:
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15 MIN: Introduction, Disclaimers and Disclosures
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15 MIN: Review of the role of dosage and frequency on children's outcomes
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15 MIN: Review of how student engagement relates to language outcomes
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10 MIN: Review of strategies for implementing key findings from dosage and frequency research in your current practice
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5 MIN: Summary and Closing
Who This Course Is For:
Any professional that works clinically in the field of speech language pathology
Any professional who is not familiar with concepts of dosage and frequency
Any speech language pathologist or related professional who is interested in increasing their competence in concepts of dosage and frequency
Course Description:
Research shows that therapy is effective- children who receive therapy make greater language and literacy gains than those who do not (e.g., Leonard et al. 2006, Tyler et al. 2003, van Kleek 1998). Theoretically, we understand that there are child-level and treatment-level factors that impact outcomes. However, there is currently little evidence to guide SLPs when making decisions about these therapeutic “active ingredients.” In this presentation, we will not only discuss “How much therapy do children need to make progress?” but also identify specific strategies SLPs can immediately implement in their practice.
Customer ReviewS
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.
Shelley
Nice work very informative.
Michael
Very interesting information. It needs to be shared with administrators, and Florida DOE so that maybe the whole system can be changed.
Mary
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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.
Kate Grandbois (she/her) & Amy Wonkka (she/her)
SLP/BCBA; SLP
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, argumentative 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 & Resources
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
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
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
Where
Listen to this course on your favorite podcast player, on our YouTube channel, or using the video above.
Course Number
ABJ0092
Transcript Available
A transcript may be available for this course. Click here to visit our blog and read the transcript. Email ceu@slpnerdcast.com for transcript help or accessibility needs.
Available on demand
When
Course Disclosure
Financial and In-Kind support was not provided for this course. Learn more about corporate sponsorship opportunities at www.slpnerdcast.com/corporate-sponsorship
Disclaimer
The contents of this course are not meant to replace clinical advice.
Additional Information
All certificates of attendance and course completion dates are processed using Coordinated Universal Time (UTC). UTC is 5 hours ahead of Eastern Standard Time (EST) and 8 hours ahead of Pacific Time (PT). If you are using SLP Nerdcast courses to meet a deadline (such as the ASHA Certification Maintenance deadline) please be aware of this time difference. Your certificates and course completion dates will reflect UTC not your personal time zone.
Closed captioning and transcripts are available for all courses. If you need additional course accommodations please email ceu@slpnerdcast.com
Refunds are not offered for digital products, downloads, or services
Certificates of attendance are only awarded to participants who complete course requirements
Please email ceu@slpnerdcast.com for course complaints
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