SLP Coffee Talk

What if the secret to better articulation practice isn’t a perfect lesson plan? Hallie sits down with Lauren Clair, a school-based SLP and the voice behind Sunshine Speech Company, to talk about speech sound centers without the stress. Lauren loves finding creative ways to make therapy meaningful, engaging, and fun, and she’s passionate about sharing practical systems that help SLPs feel more organized and less stressed so they can focus on what matters most, their students. As a cleft-affected adult, she’s also passionate about helping children build confidence in their communication skills and find their voice, regardless of how they sound or look. Tune in to hear how Lauren runs speech centers (even in a tiny speech room!), why you don’t need a grand plan for every kid, and how being open about differences can make a big impact on your students!

Bullet Points to Discuss:

Related to my cleft experience (background of my diagnosis/procedures, my speech therapy experience, what it was like to grow up “different”, why it has made me so passionate about speech therapy and building confidence in kids)

Regarding speech centers (why I started doing these, what this looks like in a therapy session, what types of activities I incorporate into these sessions, why it is beneficial to students, why it is beneficial to SLPs)

Here’s what we learned:

• Lauren’s cleft story, from her diagnosis at birth to her five surgeries, years of dental work, and yearly cleft team visits
• What speech therapy was like for her as a kid, and how those early SLP experiences led her to the field
• What it was like to grow up “different,” and why she wants kids to know that being different doesn’t make them any less
• How sharing her own story can build confidence in students who are struggling with self-image or being picked on
• Why Lauren started using speech centers and why they’re a perfect fit for her speech sound caseload
• What a center-based session looks like: small groups, three stations, clear expectations, and a timer
• Hands-on center ideas like toys, sensory bins, crafts, Play-Doh, and digital activities that keep kids practicing their sounds
• Why centers boost engagement and give students more articulation trials in less time
• Why you don’t need to overplan every activity, and how letting go of rigid plans helps SLPs avoid burnout

Learn more about Lauren Clair:
Instagram: https://www.instagram.com/sunshinespeechcompany?stkn=MnlkeTBneXJ1amdj

TikTok:https://www.tiktok.com/@sunshinespeechcompany?_r=1&_t=ZP-99zEvhWEKkw

Learn more about Hallie Sherman and SLP Elevate:

📝 Website: https://speechtimefun.com/

🎲✨ Check out the Secondary Secret Podcast here! https://www.speechtimefunpd.com/secret-podcast-signup

📘✨ Grab your copy of The Secondary SLP Roadmap here! https://www.speechtimefunpd.com/stf-book

🎤✨ The Speech Retreat is Back! Learn more and register here!

https://www.speechretreat.com ​​​​​​​​​​​​​​​​

Freebie:

https://www.slpmadness.com/shop/p/freespeechtherapydescribingprobe

https://www.slpmadness.com/iep-goal-bank

Subscribe today and get access to my secret podcast filled with my juicy secrets for planning with ease for secondary speech students. 6 quick episodes that you can quickly listen to and feel refreshed and inspired! https://speechtimefun.com/secondarysecrets

What if your student’s reading struggle isn’t really a reading problem? 🤔 Hallie sits down with Megan Fournier, a licensed Speech-Language Pathologist and private practice owner at the Jersey Shore, to dig into the connection between language and literacy. Meg is Orton-Gillingham trained with specialized Lindamood-Bell training, and she blends her SLP expertise with evidence-based literacy intervention to build the skills behind reading, comprehension, and academic success. Tune in to hear why great intervention goes way beyond teaching a child to read, and how understanding each child’s unique learning profile makes all the difference!

Bullet Points to Discuss:

• SLPs role in reading

• SLPs building of private practice

• SLPs ability to shape a career that works for them

• SLPs work-life balance

Here's what we learned:

• How SLPs play a powerful role in helping kids become strong readers
• What it takes to build a private practice from the ground up
• How to shape an SLP career that works for you and your life
• Ways to find real work-life balance as an SLP

Learn more about Megan Fournier
Email: megan@shorelinetherapyservices.com

Website: http://www.shorelinetherapyservices.com

Learn more about Hallie Sherman and SLP Elevate:

📝 Website: https://speechtimefun.com/

🎲✨ Check out the Secondary Secret Podcast here! https://www.speechtimefunpd.com/secret-podcast-signup

📘✨ Grab your copy of The Secondary SLP Roadmap here! https://www.speechtimefunpd.com/stf-book

🎤✨ The Speech Retreat is Back! Learn more and register here!

https://www.speechretreat.com ​​​​​​​​​​​​​​​​

Freebie:

https://www.slpmadness.com/shop/p/freespeechtherapydescribingprobe

https://www.slpmadness.com/iep-goal-bank

Subscribe today and get access to my secret podcast filled with my juicy secrets for planning with ease for secondary speech students. 6 quick episodes that you can quickly listen to and feel refreshed and inspired! https://speechtimefun.com/secondarysecrets

Not sure where to start with AAC assessment? Hallie chats with Alyssa Croll, AAC the SLP, an SLP and assistive technology specialist for a very large school district. With more than 10 years of experience, Alyssa is also a public speaker and consultant who offers practical, nuanced AAC solutions grounded in the reality of school-based practice. Together they talk about why a standard starting app and grid size can work, how to tell exploring from keyboard smashing, and how a “coach-the-coach” model gets staff on board so AAC gets used all day. Plus, free apps and trainings to help you get started.

Bullet Points to Discuss:

* barriers that can affect AAC assessment

* Making AAC assessment more individualized and functional

* Practical clinical reasoning in real-world AAC assessment

Here's what we learned:

• Barriers like unclear starting points, limited apps, and little staff buy-in can derail AAC assessment, so plan for the people, not just the device
• Individualized assessment starts with what a student already communicates, then adjusts the system to fit, since assessment is ongoing
• Practical clinical reasoning means choosing a starting point and adjusting from there, not searching for the perfect system

Learn more about Alyssa Croll:

Email Address: alyssa@aactheslp.com

Website: http://aactheslp.com

Social: IG & Tik Tok @aactheslp

Other links:

https://preview.convertri.com/15900828-68cd-4cbf-9f4c-188cf89ea750

Freebie - include this on the docs so we don’t need to copy and paste from this document (note for podmachine editor)

https://aactheslp.myflodesk.com/abandonment

Learn more about Hallie Sherman and SLP Elevate:

📝 Website: https://speechtimefun.com/

🎲✨ Check out the Secondary Secret Podcast here! https://www.speechtimefunpd.com/secret-podcast-signup

📘✨ Grab your copy of The Secondary SLP Roadmap here! https://www.speechtimefunpd.com/stf-book

🎤✨ The Speech Retreat is Back! Learn more and register here!

https://www.speechretreat.com ​​​​​​​​​​​​​​​​

Freebie:

https://www.slpmadness.com/shop/p/freespeechtherapydescribingprobe

https://www.slpmadness.com/iep-goal-bank

Subscribe today and get access to my secret podcast filled with my juicy secrets for planning with ease for secondary speech students. 6 quick episodes that you can quickly listen to and feel refreshed and inspired! https://speechtimefun.com/secondarysecrets

Do worksheets have to be boring? In this solo episode, Hallie shares four easy ways to make worksheets more engaging for older students without adding a ton of prep or turning every session into a game. She explains how to pair worksheets with simple games, choose high-interest topics that connect to students’ lives, give them more choice in how they complete the activity, and use a simple white colored pencil trick to add an element of surprise. Most importantly, she reminds SLPs that the goal isn't to make therapy look fancy—it’s to help students feel successful, take risks, and see that learning can actually be fun.

Bullet Points to Discuss:

-Why it's okay to use worksheets with older students
-How to pair a worksheet with simple games like Jenga, dice, spinners, or cards
-Why getting the answer right shouldn't be the requirement for earning a turn
-Choosing high-interest, age-respectful topics that students actually care about
-Why background knowledge and reading level matter when choosing worksheet content
-Ditching the boring pencil and giving students choices with colored pencils, gel pens, markers, or dry erase sleeves
-The white colored pencil trick for turning a regular worksheet into a more interactive activity
-Why small changes can create more autonomy, engagement, and confidence
-Helping students see the speech room as a place where they can take risks and be successful

Here's what we learned:

• A worksheet doesn't automatically mean boring, and sometimes it's exactly what you need for data collection, classroom-based tasks, or quick sessions
• Pairing a worksheet with a simple game can make the activity more engaging without changing the therapeutic target
• Students don't have to earn a game turn by getting an answer right—the goal is to teach and support them toward success
• High-interest, age-respectful topics can make difficult language tasks feel more manageable
• Background knowledge matters because unfamiliar content can add another layer of difficulty
• Giving students choices about what they use to complete a worksheet adds autonomy without requiring extra prep
• A white colored pencil can turn an ordinary worksheet into a simple reveal-and-check activity
• The goal isn't to make therapy elaborate; it's to help students feel successful, take risks, and have fun while learning

Learn more about Hallie Sherman and SLP Elevate:

📝 Website: https://speechtimefun.com/

🎲✨ Check out the Secondary Secret Podcast here! https://www.speechtimefunpd.com/secret-podcast-signup

📘✨ Grab your copy of The Secondary SLP Roadmap here! https://www.speechtimefunpd.com/stf-book

🎤✨ The Speech Retreat is Back! Learn more and register here!

https://www.speechretreat.com ​​​​​​​​​​​​​​​​

Freebie:

https://www.slpmadness.com/shop/p/freespeechtherapydescribingprobe

https://www.slpmadness.com/iep-goal-bank

Subscribe today and get access to my secret podcast filled with my juicy secrets for planning with ease for secondary speech students. 6 quick episodes that you can quickly listen to and feel refreshed and inspired! https://speechtimefun.com/secondarysecrets

Are you writing following directions goals straight from a CELF subtest score? In this solo episode, Hallie makes the case for asking "why" before you write another three-step directions goal for a middle or high schooler. She explains how to use item analysis to find what's really driving the difficulty, why compensatory strategies often serve older students better than more isolated drill, and how to build self-advocacy into the activities you're already doing. She also shares low-cost, teen-friendly ways to practice when you do need a directions goal.

Bullet Points to Discuss:

-Why a standardized test should give us information, not our therapy curriculum

-Item analysis - looking past the scaled score to find the pattern

-Asking "why" - language, working memory, attention, vocabulary, or the environment?

When more of the same isn't working - the same goal from 3rd grade to 7th grade

Compensatory strategies - teaching what to do when they miss it or can't remember

-Metacognition - recognizing "I didn't understand" is the first step to self-advocacy

-Teacher supports & accommodations - it's an access-to-instruction skill, not just a speech room skill

-Easy, low-cost activities: drawing tutorial videos, a DIY file folder barrier game & Edpuzzle's rewatch button

Here's what we learned:

• A standardized test gives you information, not a therapy curriculum, so use item analysis to find the pattern behind a low score
• The "why" matters: language, working memory, attention, vocabulary, and environment each call for a different goal
• Repeating the same directions goal year after year isn't working, so it's time to change the approach
• For older students, teach compensatory strategies like keywords, chunking, repeating back, and asking for one step at a time
• Recognizing "I missed something" is the first step to self-advocacy
• Following directions is an access-to-instruction skill, so share accommodations with teachers
• Drawing videos, a file folder barrier game, and Edpuzzle's rewatch button make strategy practice low-cost and teen-friendly

Learn more about Hallie Sherman and SLP Elevate:

📝 Website: https://speechtimefun.com/

🎲✨ Check out the Secondary Secret Podcast here! https://www.speechtimefunpd.com/secret-podcast-signup

📘✨ Grab your copy of The Secondary SLP Roadmap here! https://www.speechtimefunpd.com/stf-book

🎤✨ The Speech Retreat is Back! Learn more and register here!

https://www.speechretreat.com ​​​​​​​​​​​​​​​​

Freebie:

https://www.slpmadness.com/shop/p/freespeechtherapydescribingprobe

https://www.slpmadness.com/iep-goal-bank

Subscribe today and get access to my secret podcast filled with my juicy secrets for planning with ease for secondary speech students. 6 quick episodes that you can quickly listen to and feel refreshed and inspired! https://speechtimefun.com/secondarysecrets

Tired of reaching for the same generic drills no matter what speech sound error walks through your door? In this episode, Hallie chats with Laura Rinella, MA, CCC-SLP, creator of Laura Teaches Speech and a pediatric specialist in speech sound disorders. Laura breaks down how she builds targeted, individualized treatment plans that move the needle on intelligibility, offers her take on telling articulation and phonological disorders apart in real sessions, and explains why she sees every kid's progress as a step toward letting their voice come through.

Bullet Points to Discuss:

- Why principles of motor learning belong in articulation therapy

- how manipulating practice & feedback results in independence

- When more isn't always better - high trials aren't enough

- The performance trap - why success during practice doesn't equal learning

- The power of mistakes - update & refine the motor plan

- Variation - the secret sauce/game changer/the closer

Here’s what we learned:

• Motor learning principles matter for every kid with a speech sound error, not just those with residual/lingering errors
• Mastering a sound in the therapy room isn't the same as mastering it in real life — that's the performance trap
• Variation in rate, intonation, and loudness is what drives carryover to real conversation
• Speech motor chaining builds from syllables to self-generated sentences, leveling up as accuracy improves
• Buy-in matters as much as biomechanics — kids need to believe change is possible before the movement work sticks

Learn more about Laura Rinella

Website

https://substack.com/@laurateachesspeech https://www.archspeechtherapy.com/courses-resources/

Social

https://www.instagram.com/laurateachesspeech/

Other links:

https://substack.com/@laurateachesspeech

https://www.archspeechtherapy.com/courses-resources/

Freebie - include this on the docs so we don’t need to copy and paste from this document (note for podmachine editor)

https://substack.com/@laurateachesspeech/note/p-188451575?r=7jc6eu

Learn more about Hallie Sherman and SLP Elevate:

📝 Website: https://speechtimefun.com/

🎲✨ Check out the Secondary Secret Podcast here! https://www.speechtimefunpd.com/secret-podcast-signup

📘✨ Grab your copy of The Secondary SLP Roadmap here! https://www.speechtimefunpd.com/stf-book

🎤✨ The Speech Retreat is Back! Learn more and register here!

https://www.speechretreat.com ​​​​​​​​​​​​​​​​

Freebie:

https://www.slpmadness.com/shop/p/freespeechtherapydescribingprobe

https://www.slpmadness.com/iep-goal-bank

Subscribe today and get access to my secret podcast filled with my juicy secrets for planning with ease for secondary speech students. 6 quick episodes that you can quickly listen to and feel refreshed and inspired! https://speechtimefun.com/secondarysecrets

Struggling to know what "good" data collection actually looks like, especially with older students on your caseload? In this episode, Hallie sits down with Kayla Obenour, an SLP with over a decade of experience across schools, outpatient, home health, and private practice, to chat all about what real, useful data collection can look like. Kayla shares why she's always aimed to "practice what she preaches" as a clinician, how she helps new clinicians cut through the overwhelm of tracking everything at once, and why qualitative data deserves just as much credit as a percentage on a page.

Bullet Points to Discuss:

• Why data collection creates such heavy cognitive load for new clinicians
• Probe data versus continuous data, and what makes data reliable and valid
• Rethinking the 80% accuracy standard and other ways to measure meaningful progress
• The role parents, teachers, and work samples play in painting a fuller picture
• Breaking annual goals into smaller, more achievable objectives
• Why starting from a student's strengths builds buy-in and confidence

Here’s what we learned:

• Ten solid probe data points can be just as valid as tracking data throughout an entire session.
• Qualitative data, like the type and amount of support a student needed, is still meaningful data.
• Percent accuracy alone doesn't reveal whether a skill functions for a student outside of therapy.
• Parents and teachers often notice things in other settings that never show up in session data.
• Starting with a student's smallest achievable step builds momentum faster than jumping straight to the end goal.

Learn more about Kayla Obenour:

Facebook: https://www.facebook.com/people/Rooted-in-Connection-Therapy/61577409999013/

Learn more about Hallie Sherman and SLP Elevate:

📝 Website: https://speechtimefun.com/

🎲✨ Check out the Secondary Secret Podcast here! https://www.speechtimefunpd.com/secret-podcast-signup

📘✨ Grab your copy of The Secondary SLP Roadmap here! https://www.speechtimefunpd.com/stf-book

🎤✨ The Speech Retreat is Back! Learn more and register here!

https://www.speechretreat.com ​​​​​​​​​​​​​​​​

Subscribe today and get access to my secret podcast filled with my juicy secrets for planning with ease for secondary speech students. 6 quick episodes that you can quickly listen to and feel refreshed and inspired! https://speechtimefun.com/secondarysecrets

In this solo episode, Hallie breaks down how to stop drowning in back-to-back groups with completely different goals. She covers why you don't need a separate activity for every student, how one resource — a video, book, article, or even a game — can hit multiple goals at once, and why mixed-goal groups can actually work in your favor instead of against you. If planning has been eating into time you don't have and you're tired of scrambling between sessions, this episode is for you.

Bullet Points to Discuss:

• Why "one activity per student" is a planning trap, not a requirement
• The case for letting mixed-goal groups work side by side
• Keeping students in the loop on their own goals and why it matters
• Turning any YouTube video into a multi-goal lesson with Edpuzzle
• Wordless picture books: the ultimate no-prep, any-goal resource
• Squeezing more mileage out of articles, storybooks, and games than "intended"
• Making one resource stretch across grade levels without extra work

Here’s what we learned:

• You don't need a new activity for every student — one resource can carry the whole group.
• Mixed-goal groups pick up extra language just from hearing each other get prompted.
• Edpuzzle lets you drop goal-specific questions right into any video.
• Nobody's handing out a trophy for asking the exact question printed on the card.
• The same resource can flex across grade levels — just adjust the difficulty, not the material.

Learn more about Hallie Sherman and SLP Elevate:

📝 Website: https://speechtimefun.com/

🎲✨ Check out the Secondary Secret Podcast here! https://www.speechtimefunpd.com/secret-podcast-signup

📘✨ Grab your copy of The Secondary SLP Roadmap here! https://www.speechtimefunpd.com/stf-book

🎤✨ The Speech Retreat is Back! Learn more and register here!

https://www.speechretreat.com ​​​​​​​​​​​​​​​​

Subscribe today and get access to my secret podcast filled with my juicy secrets for planning with ease for secondary speech students. 6 quick episodes that you can quickly listen to and feel refreshed and inspired! https://speechtimefun.com/secondarysecrets

Feeling stuck when it comes to that pesky vocalic R? In this episode, Hallie sits down with Karen Krogg of The Pedi Speechie, a school-based SLP with a serious R obsession, to talk through everything from tongue shape to carryover. Karen breaks down her hand gesture analogies, favorite tools, and how she keeps kids motivated through the long haul of R therapy.

Bullet Points to Discuss:

• Determining when R work is warranted for older students in schools
• Retroflex R vs. bunched R, and how to tell the difference
• Hand gesture analogies and tools like the typodont and Sketchfab
• Making practice fun without turning it into straight drilling
• Carryover strategies that actually get used at home
• Advice for SLPs and CFs new to treating vocalic R

Here’s what we learned:

• Progress often comes down to problem-solving, not repetition — no single method works for every student
• The quicker a student masters R in isolation, the more predictable the rest of therapy tends to go
• A baseline screener at the start of the year makes progress easier to track
• Patience is part of the clinical skill set — R therapy can take well over a year
• New SLPs don’t need to have it all figured out — CEU courses and online resources help fill the gaps

Learn more about Karen Krogg:

Website: https://thepedispeechie.com

Instagram: https://www.instagram.com/thepedispeechie/

TikTok: https://www.tiktok.com/@thepedispeechie_slp

Teachers Pay Teachers: https://www.teacherspayteachers.com/store/the-pedi-speechie

YouTube: https://youtube.com/@thepedispeechie4227

Speech Therapy Tools

Learn more about Hallie Sherman and SLP Elevate:

📝 Website: https://speechtimefun.com/

🎲✨ Check out the Secondary Secret Podcast here! https://www.speechtimefunpd.com/secret-podcast-signup

📘✨ Grab your copy of The Secondary SLP Roadmap here! https://www.speechtimefunpd.com/stf-book

🎤✨ The Speech Retreat is Back! Learn more and register here!

https://www.speechretreat.com ​​​​​​​​​​​​​​​​

Freebie:

https://thepedispeechie.com/speech-therapy-tools

Subscribe today and get access to my secret podcast filled with my juicy secrets for planning with ease for secondary speech students. 6 quick episodes that you can quickly listen to and feel refreshed and inspired! https://speechtimefun.com/secondarysecrets

Feeling like data collection is eating up all your therapy time? In this episode, Hallie sits down with Michele Rothstein of SLP Madness, a 26-year elementary school-based SLP, to talk all about how to make data collection clean, efficient, and legally defensible. Michele shares her 3:1 treatment-to-probe ratio, how she handles Medicaid billing without sacrificing real therapy time, and why she believes data is her favorite four-letter word.

Bullet Points to Discuss:

• The difference between therapy charting and true data collection
• Why testing your students every session isn't the same as teaching them
• Using a 3:1 ratio: three weeks of treatment, one week of progress monitoring
• How to report Medicaid billing data on non-probe weeks
• Building and organizing probes so they're ready for IEP season
• Handling inherited IEP goals you don't agree with or understand

Here’s what we learned:

• Data collection and therapy charting are not the same thing
• Consistent stimuli each time you probe is what makes data legally defensible
• An IEP is a blueprint, not a complete list of everything you're targeting
• Honesty about inherited goals builds trust with families and teams
• Starting small with one student or goal is the key to sticking with a new system

Learn more about Michele Rothstein:

Website: https://www.slpmadness.com/

Instagram: https://www.instagram.com/slp.madness/

LinkedIn: http://www.linkedin.com/in/michele-rothstein-slpmadness

Teachers Pay Teachers: https://www.teacherspayteachers.com/store/slp-madness

How to Collect Data Without Stopping Therapy

Learn more about Hallie Sherman and SLP Elevate:

📝 Website: https://speechtimefun.com/

🎲✨ Check out the Secondary Secret Podcast here! https://www.speechtimefunpd.com/secret-podcast-signup

📘✨ Grab your copy of The Secondary SLP Roadmap here! https://www.speechtimefunpd.com/stf-book

🎤✨ The Speech Retreat is Back! Learn more and register here!

https://www.speechretreat.com ​​​​​​​​​​​​​​​​

Freebie:

https://www.slpmadness.com/shop/p/freespeechtherapydescribingprobe

https://www.slpmadness.com/iep-goal-bank

Subscribe today and get access to my secret podcast filled with my juicy secrets for planning with ease for secondary speech students. 6 quick episodes that you can quickly listen to and feel refreshed and inspired! https://speechtimefun.com/secondarysecrets

Struggling with how to support a student who stutters without falling into the “fix it” trap? In this episode, Hallie sits down with Wendy Dietz, an SLP and clinic owner in Colorado who specializes in stuttering therapy, to chat all about what an acceptance-based approach really looks like. Wendy shares how a moving college essay first sparked her interest in stuttering, how the CARE model she learned at UT Austin completely shifted her perspective, and how she helps parents let go of all-or-nothing thinking about their child’s speech.

Bullet Points to Discuss:

• Why fluency-focused early intervention isn’t backed by research and can cause harm
• Helping parents move past “fixed” vs. “held back” thinking about their child’s stuttering
• A student’s journey from a fluency-focused approach to self-advocacy and confidence
• Why observable severity often doesn’t match a student’s internal experience of stuttering
• What stuttering assessment looks like beyond disfluency counts
• Resources for SLPs building skills and confidence in this niche

Here’s what we learned:

• The goal is confident communication, not reducing or curing stuttering
• A third path exists for parents beyond “fixed” or “struggling forever”
• A student’s own attitude toward stuttering matters as much as how it sounds
• Early education protects students from internalizing negative experiences later
• Confidence in this niche comes from community involvement, not just coursework

Resources Mentioned:

Stop Guessing with Stuttering Therapy – Victoria Dertouzoc: https://speechtimefun.com/334-stop-guessing-with-stuttering-therapy/

A Human Approach to Stuttering and Neurodiversity – Ana Hernandez Episode: https://speechtimefun.com/336-a-human-approach-to-stuttering-and-neurodiversity/

Learn more about Wendy Dietz:

Website: https://www.lifetimespeech.com/about

Instagram: https://www.instagram.com/lifetimestuttering/

LinkedIn: https://www.linkedin.com/in/wendy-dietz-m-s-ccc-slp-5236561a9

Email: info@lifetimespeech.com

Learn more about Hallie Sherman and SLP Elevate:

📝 Website: https://speechtimefun.com/

🎲✨ Check out the Secondary Secret Podcast here! https://www.speechtimefunpd.com/secret-podcast-signup

📘✨ Grab your copy of The Secondary SLP Roadmap here! https://www.speechtimefunpd.com/stf-book

🎤✨ The Speech Retreat is Back! Learn more and register here!

https://www.speechretreat.com

Subscribe today and get access to my secret podcast filled with my juicy secrets for planning with ease for secondary speech students. 6 quick episodes that you can quickly listen to and feel refreshed and inspired! https://speechtimefun.com/secondarysecrets

In this solo episode, Hallie unpacks one of her go-to therapy strategies for grades 4-12: word webs. She covers why this simple visual tool does so much heavy lifting in mixed therapy groups, how it hits multiple goals at once, and why it beats another boring vocabulary worksheet every time. If you've been looking for a way to teach vocabulary that actually sticks (and doesn't require a Pinterest-worthy setup), this episode is for you.

Bullet Points to Discuss:

• What word webs are and how they help students connect meaning to a word instead of just memorizing a definition
• Why word webs support deeper processing and long-term carryover for vocabulary retention
• Which students benefit most from this visual, low-prep approach
• Ways to adapt word webs to feel age-appropriate for older, "too cool for therapy" students
• Using word webs to build emotional vocabulary beyond happy, sad, and mad
• How to introduce and scaffold the skill so it doesn't overwhelm students early on

Here’s what we learned:

• Word webs give repeated, meaningful exposure to a word, which is what makes vocabulary stick.
• No fancy prep needed. A whiteboard or sticky notes will do.
• One word web can hit different goals for different students in the same group.
• Start small and build complexity gradually to avoid overwhelming students.
• Making it relevant to their world (sports, social media, career goals) is what keeps older students engaged.

Learn more about Hallie Sherman and SLP Elevate:

📝 Website: https://speechtimefun.com/

🎲✨ Check out the Secondary Secret Podcast here! https://www.speechtimefunpd.com/secret-podcast-signup

📘✨ Grab your copy of The Secondary SLP Roadmap here! https://www.speechtimefunpd.com/stf-book

🎓✨ Grab your free spot at CF Bootcamp 2026 here! https://www.speechtimefun.com/cfbootcamp2026

🎤✨ The Speech Retreat is Back! Learn more and register here!

https://www.speechretreat.com ​​​​​​​​​​​​​​​​

Subscribe today and get access to my secret podcast filled with my juicy secrets for planning with ease for secondary speech students. 6 quick episodes that you can quickly listen to and feel refreshed and inspired! https://speechtimefun.com/secondarysecrets

Feeling unsure about AAC? You're not alone. In this episode, Hallie sits down with Cassidy, a speech therapist and owner of Around the Spectrum Therapy in Pennsylvania, to talk through what makes AAC feel so overwhelming and how to move past the "getting it right" mentality. Cassidy shares her journey from knowing next to nothing about AAC to building a robust vocabulary approach with clients from as young as 17 months, plus practical ways to coach parents and teachers who feel stuck.

Bullet Points to Discuss:

• Why AAC feels overwhelming for so many SLPs, from tech overload to inconsistent caseload exposure
• The mindset shift from "perfect system" to just diving in and learning alongside the child
• Robust vocabulary vs. simple grids, and reframing AAC as language input, not just output
• How to structure sessions around a child's actual interests, including working with action words and motor-driven kids
• Coaching parents and professionals to focus on small, sustainable wins instead of all-or-nothing use

Here’s what we learned:

• AAC should be treated as another tool in the therapy toolbox, not a separate, high-pressure system
• Starting with robust vocabulary access early, even with very young or emerging communicators, can pay off long-term
• Small, specific wins (one word, one moment) build more momentum than pushing for constant device use
• Finding genuine joy and connection with the child matters more than following a rigid AAC plan
• Meeting parents and teachers where they are is just as important as meeting the student where they are

Learn more about Cassidy Kutchma:

Instagram: https://www.instagram.com/speechwithcassidy/

Website: https://www.speechwithcassidy.com/

Instagram: https://www.instagram.com/aroundthespectrumtherapy

Website: https://www.aroundthespectrumtherapy.com/

Facebook: https://www.facebook.com/aroundthespectrumtherapy

Learn more about Hallie Sherman and SLP Elevate:

📝 Website: https://speechtimefun.com/

🎲✨ Check out the Secondary Secret Podcast here! https://www.speechtimefunpd.com/secret-podcast-signup

📘✨ Grab your copy of The Secondary SLP Roadmap here! https://www.speechtimefunpd.com/stf-book

🎓✨ Grab your free spot at CF Bootcamp 2026 here! https://www.speechtimefun.com/cfbootcamp2026

🎤✨ The Speech Retreat is Back! Learn more and register here!

https://www.speechretreat.com ​​​​​​​​​​​​​​​​

Subscribe today and get access to my secret podcast filled with my juicy secrets for planning with ease for secondary speech students. 6 quick episodes that you can quickly listen to and feel refreshed and inspired! https://speechtimefun.com/secondarysecrets

In this episode of SLP Coffee Talk, Hallie's back with returning guest Shelby Davis, a school-based SLP at Community High School in Teaneck, NJ, and a doctoral candidate at Monmouth University. Shelby's diving into the 5th-year transition program she's helping build for students on the spectrum and others with complex learning needs — designed to bridge the gap between high school and real independence. From vocational skill-building to community partnerships, Shelby walks through how the program came together, what SLPs can offer beyond the classroom, and how any SLP can bring these strategies into their own practice, transition program or not.

Bullet Points to Discuss:

• Why four years isn't always enough — and what a 5th-year transition program looks like in practice
• Moving beyond classroom goals to communication students actually need at work, in the community, and at home
• The skill areas worth targeting: self-advocacy, executive functioning, vocational communication, problem-solving
• Real-world practice — job shadowing, budgeting trips, even a visit to the post office
• Why repetition and hands-on practice outside the classroom matters most for autistic and other diverse learners
• Getting SLPs, OTs, teachers, counselors, and families all working from the same playbook
• The resources behind the program — Speech Time Fun, a monthly themed curriculum, and the NYT Learning Network

Here’s what we learned:

• There's almost no existing research on 5th-year transition programs — which is part of why Shelby's building her doctoral work around it
• Real-world self-advocacy starts small: affirmation flashcards students can lean on when asking for help at a register or counter
• Admin buy-in came down to a clear proposal — mock curriculum, funding, staff certifications, not just an idea
• Parents said yes faster than expected — once they saw the goal was independence, not delay
• Bottom line for older students: treat them like people, not projects — connect to their interests first

Learn more about Shelby Davis:

Instagram: https://www.instagram.com/shelbyadavis/

Learn more about Hallie Sherman and SLP Elevate:

📝 Website: https://speechtimefun.com/

🎲✨ Check out the Secondary Secret Podcast here! https://www.speechtimefunpd.com/secret-podcast-signup

📘✨ Grab your copy of The Secondary SLP Roadmap here! https://www.speechtimefunpd.com/stf-book

🎓✨ Grab your free spot at CF Bootcamp 2026 here! https://www.speechtimefun.com/cfbootcamp2026

🎤✨ The Speech Retreat is Back! Learn more and register here!

https://www.speechretreat.com ​​​​​​​​​​​​​​​​

Subscribe today and get access to my secret podcast filled with my juicy secrets for planning with ease for secondary speech students. 6 quick episodes that you can quickly listen to and feel refreshed and inspired! https://speechtimefun.com/secondarysecrets

In this episode of SLP Coffee Talk, Hallie sits down with researchers Klaire Brumbaugh and Katy Cabbage, who are part of a team building a nationwide study around something secondary SLPs know all too well: the older student still working on that R who has zero interest in being in the speech room. They're developing tools to actually measure student motivation—so SLPs have real data behind decisions like when to keep kids on, when to discharge, and how to catch that window when a student is finally ready to do the work.

Bullet Points to Discuss:

• What one SLP noticed in her high school speech room that kicked off this whole research project
• Why motivation is already being used as a dismissal criteria—but no one's actually measuring it
• What the research is finding so far—and where the big gaps still are
• What a nationwide study looks like and how SLPs can get involved

Here’s what we learned:

• When a student is intrinsically motivated, progress can happen in weeks—not years.
• Low motivation is already being used to dismiss kids from therapy, but there's no real way to measure or track it.
• Parents, teachers, and students often see the same speech sound disorder in completely different ways—and that gap can affect every decision you make.
• The best research ideas are already happening in school speech rooms. This whole study started because one SLP spoke up at a conference.

Learn more about Klaire Brumbaugh & Katy Cabbage:

Instagram: https://www.instagram.com/cablab_wsu/

Learn more about Hallie Sherman and SLP Elevate:

📝 Website: https://speechtimefun.com/

🎲✨ Check out the Secondary Secret Podcast here! https://www.speechtimefunpd.com/secret-podcast-signup

📘✨ Grab your copy of The Secondary SLP Roadmap here! https://www.speechtimefunpd.com/stf-book

🎓✨ Grab your free spot at CF Bootcamp 2026 here! https://www.speechtimefun.com/cfbootcamp2026

🎤✨ The Speech Retreat is Back! Learn more and register here!

https://www.speechretreat.com ​​​​​​​​​​​​​​​​

Subscribe today and get access to my secret podcast filled with my juicy secrets for planning with ease for secondary speech students. 6 quick episodes that you can quickly listen to and feel refreshed and inspired! https://speechtimefun.com/secondarysecrets

In this episode of SLP Coffee Talk, Hallie chats with Alyssa Antcliff—SLP and founder of IndiAide—about what's actually happening with your clients between sessions, and how technology can finally give you the full picture. Alyssa shares how her frustration with paper handouts and vague "it went fine" updates led her to build a between-session therapy management platform, and why remote therapeutic monitoring might be the reimbursement pathway you didn't know existed. If you've ever wished you had more data to work with before your clients walked back through the door, this one's for you.

Bullet Points to Discuss:

• Why paper-based home materials keep falling through the cracks
• How a pre-COVID teletherapy client reshaped Alyssa's thinking on carryover
• What remote therapeutic monitoring (RTM) is
• Which clients benefit most from between-session support
• How IndiAide works, from clinician dashboard to family-facing tools
• Who qualifies for RTM reimbursement—and how to pitch it to your supervisor

Here’s what we learned:

• The gap between sessions is where progress gets lost—or made.
• Paper handouts don't fail because families don't care—they fail because there's no follow-through built in.
• RTM is a reimbursement pathway that's actually growing—and SLPs are largely missing out on it.
• IndiAide lets families mark activities complete, rate difficulty, and send photos or videos—so you're not flying blind at the next session.
• More data between sessions means better decisions when they're back in the room.

Learn more about Alyssa Antcliff:

Website: https://www.indiaide.com/home

Website: https://www.indiaide.com/blog/rtm-for-slps-webinar

Instagram: https://www.instagram.com/indiaide_rtm/

Facebook: https://www.facebook.com/p/IndiAide-61582771767836/

LinkedIn: https://www.linkedin.com/in/alyssa-antcliff/

RTM Guide: https://info.indiaide.com/rtm-guide

Learn more about Hallie Sherman and SLP Elevate:

📝 Website: https://speechtimefun.com/

🎲✨ Check out the Secondary Secret Podcast here! https://www.speechtimefunpd.com/secret-podcast-signup

📘✨ Grab your copy of The Secondary SLP Roadmap here! https://www.speechtimefunpd.com/stf-book

🎓✨ Grab your free spot at CF Bootcamp 2026 here! https://www.speechtimefun.com/cfbootcamp2026

🎤✨ The Speech Retreat is Back! Learn more and register here!

https://www.speechretreat.com ​​​​​​​​​​​​​​​​

Subscribe today and get access to my secret podcast filled with my juicy secrets for planning with ease for secondary speech students. 6 quick episodes that you can quickly listen to and feel refreshed and inspired! https://speechtimefun.com/secondarysecrets

In this episode of SLP Coffee Talk, Hallie chats with Ana Hernandez—SLP and founder of Adult Stuttering—about why she ditched fluency therapy and never looked back. Ana breaks down the adaptation effect, why you can’t sit in the middle ground, and what it actually looks like to run an affirming stuttering session from start to finish. If stuttering has always felt like uncharted territory, this one’s your map.

Bullet Points to Discuss:

• Why the middle ground between fluency and acceptance is hurting your students
• The adaptation effect and why fluency strategies fail in real life
• Using the five stages of behavioral change to meet students where they are
• Ditching “bumpy speech” and reframing how we talk about stuttering
• Starting sessions with a positive speaking moment

Here’s what we learned:

• You can’t tell a kid their stutter is okay and drill fluency strategies in the same session.
• Fluency strategies don’t fail because the student didn’t try hard enough—they’re just unreliable by design.
• Safety comes before progress. Some kids need the whole session just to feel okay being in the room.
• “Stutter” is not a bad word. “Bumpy speech” is out.
• If you’re shifting away from fluency therapy, just tell your student. Kids love honesty.

Learn more about Ana Hernandez:

Teachers Pay Teachers: https://www.teacherspayteachers.com/store/adult-stuttering

Website: http://www.adultstuttering.com

Instagram: https://www.instagram.com/adultstuttering/

LinkedIn: https://www.linkedin.com/in/adultstuttering-ana/

TikTok: https://www.tiktok.com/@adultstuttering

Adult Stutter – Goals List: https://adultstuttering.myflodesk.com/slpgoals

Learn more about Hallie Sherman and SLP Elevate:

📝 Website: https://speechtimefun.com/

🎲✨ Check out the Secondary Secret Podcast here! https://www.speechtimefunpd.com/secret-podcast-signup

📘✨ Grab your copy of The Secondary SLP Roadmap here! https://www.speechtimefunpd.com/stf-book

🎓✨ Grab your free spot at CF Bootcamp 2026 here! https://www.speechtimefun.com/cfbootcamp2026

🎤✨ The Speech Retreat is Back! Learn more and register here!

https://www.speechretreat.com ​​​​​​​​​​​​​​​​

Subscribe today and get access to my secret podcast filled with my juicy secrets for planning with ease for secondary speech students. 6 quick episodes that you can quickly listen to and feel refreshed and inspired! https://speechtimefun.com/secondarysecrets

In this episode of SLP Coffee Talk, Hallie finally tells her own story. From an undecided freshman at University of Buffalo to accidentally falling in love with speech pathology through a friend doing phonetics homework in the library, to getting peed on the morning of her one job interview in 2009 — yeah, that happened. If you’ve been listening for a while and always wondered how Speech Time Fun actually started, this one’s for you.

Bullet Points to Discuss:

• How Hallie stumbled into speech pathology sophomore year — completely by accident
• Why her CF year in preschool was the push she needed to find her people
• The one student who forced her to rethink everything she thought she knew
• How a Pinterest gap in 2012 turned into Speech Time Fun, Teachers Pay Teachers, and eventually SLP Elevate
• The boardwalk conversation in 2023 that made it all official

Learn more about Hallie Sherman and SLP Elevate:

📝 Website: https://speechtimefun.com/

🎲✨ Check out the Secondary Secret Podcast here! https://www.speechtimefunpd.com/secret-podcast-signup

📘✨ Grab your copy of The Secondary SLP Roadmap here! https://www.speechtimefunpd.com/stf-book

🎓✨ Grab your free spot at CF Bootcamp 2026 here! https://www.speechtimefun.com/cfbootcamp2026

🎤✨ The Speech Retreat is Back! Learn more and register here!

https://www.speechretreat.com ​​​​​​​​​​​​​​​​

Subscribe today and get access to my secret podcast filled with my juicy secrets for planning with ease for secondary speech students. 6 quick episodes that you can quickly listen to and feel refreshed and inspired! https://speechtimefun.com/secondarysecrets

In this episode of SLP Coffee Talk, Hallie chats with Victoria Dertouzos—SLP and founder of Speech and Stuttering Therapy of New Jersey—about why stuttering therapy looks so different than it used to, and why that’s a good thing. Victoria breaks down what a modern, neurodiversity-affirming approach to stuttering actually looks like in practice, how to assess what you’ve been missing, and what to say to students who’ve never felt heard in a therapy room. If stuttering therapy isn’t your jam, this one’s for you.

Bullet Points to Discuss:

• Why fluency-chasing has let down generations of people who stutter—and what to do instead
• What covert stuttering is and why your assessment might be missing it
• How secondary behaviors develop—and why they’re not actually part of the stutter
• What to ask a student who stutters before anything else
• How to handle teachers and parents who just want it “fixed”
• What a neurodiversity-affirming stuttering session actually looks like

Here’s what we learned:

• You can reduce the struggle around stuttering—but you can’t remove the stutter itself.
• If you’re only counting disfluencies, you’re missing the whole picture.
• A student who seems fine might be switching words, skipping answers, and falling behind without anyone noticing.
• Say “stuttering”—not “bumpy speech.” Normalizing the word helps normalize the experience.
• Ask the student what they think before you ask what they do. That’s where therapy actually starts.

Learn more about Victoria Dertouzos:

Instagram: https://www.instagram.com/stutteringtherapyslp/a

Website: https://www.stutteringtherapynj.com

Supporting Preschoolers Who Stutter: A Teacher's Guide: https://sstnj.myflodesk.com/fssfj7n1d8

Learn more about Hallie Sherman and SLP Elevate:

📝 Website: https://speechtimefun.com/

🎲✨ Check out the Secondary Secret Podcast here! https://www.speechtimefunpd.com/secret-podcast-signup

📘✨ Grab your copy of The Secondary SLP Roadmap here! https://www.speechtimefunpd.com/stf-book

🎓✨ Grab your free spot at CF Bootcamp 2026 here! https://www.speechtimefun.com/cfbootcamp2026

🎤✨ The Speech Retreat is Back! Learn more and register here!

https://www.speechretreat.com ​​​​​​​​​​​​​​​​

Subscribe today and get access to my secret podcast filled with my juicy secrets for planning with ease for secondary speech students. 6 quick episodes that you can quickly listen to and feel refreshed and inspired! https://speechtimefun.com/secondarysecrets

In this episode of SLP Coffee Talk, Hallie chats with Mary Woodward—speech-language therapist, justice and mental health specialist, and university lecturer based in Sydney—about why trauma-informed care belongs in every SLP’s toolkit, no matter where you practice. Mary shares what trauma actually means clinically, how it shows up in communication and behavior, and the core principles that can shift your sessions from unintentionally harmful to genuinely healing. This one’s for every SLP who’s ever wondered why a student shuts down, says “I don’t know,” or gets labeled non-compliant.

Bullet Points to Discuss:

• What trauma actually means clinically—and why it’s relevant to every SLP regardless of setting
• How trauma affects communication and what it might look like in your sessions
• Why labels like “non-compliant” and “unmotivated” are worth a second look
• How SLPs can accidentally cause harm—and the simple shifts that help
• What trauma-informed practice actually looks like inside a therapy room

Here’s what we learned:

• Trauma-informed practice is good practice—for every student, every session.
• If a student doesn’t feel safe, learning isn’t happening.
• “I don’t know,” shutting down, and avoidance are nervous system responses, not attitude problems.
• Even small choices—where to sit, what order to do tasks—can restore a sense of control.
• The therapeutic relationship accounts for more of your outcomes than the tools you use.

Resources:

Strategies for Working With Students Who've Experienced Trauma: https://leader.pubs.asha.org/do/10.1044/strategies-for-working-with-students-whove-experienced-trauma/full/

Insights Into Connecting With Students Experiencing Trauma: https://leader.pubs.asha.org/do/10.1044/leader.SCM.25112020.42/full/

A Pandemic's Pain: The Need for Trauma-Informed Services for Children: https://leader.pubs.asha.org/do/10.1044/leader.FTR1.26102021.38/full/

Bruce Perry: https://www.bdperry.com

Trauma-Informed Speech-Language Pathology: Application of Universal Precaution: https://journals.lww.com/topicsinlanguagedisorders/abstract/2025/01000/trauma_informed_speech_language_pathology_.2.aspx

Learn more about Mary Woodward:

LinkedIn: https://au.linkedin.com/in/woodwardmary

Learn more about Hallie Sherman and SLP Elevate:

📝 Website: https://speechtimefun.com/

🎲✨ Check out the Secondary Secret Podcast here! https://www.speechtimefunpd.com/secret-podcast-signup

📘✨ Grab your copy of The Secondary SLP Roadmap here! https://www.speechtimefunpd.com/stf-book

🎓✨ Grab your free spot at CF Bootcamp 2026 here! https://www.speechtimefun.com/cfbootcamp2026

🎤✨ The Speech Retreat is Back! Learn more and register here!

https://www.speechretreat.com ​​​​​​​​​​​​​​​​

Subscribe today and get access to my secret podcast filled with my juicy secrets for planning with ease for secondary speech students. 6 quick episodes that you can quickly listen to and feel refreshed and inspired! https://speechtimefun.com/secondarysecrets