SLP Learning Hour

How can SLPs, educators, and caregivers of autistic individuals intentionally model more sensitive language related to gender and sexuality?

Guest: Dr. Kelly Coburn, PhD, CCC-SLP

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In this episode of The Gestalt Get-Together, Corinne Zmoos, MS, CCC-SLP, interviews Kelly Coburn, PhD, about their research on communication patterns among autistic adults whose genders have been underrepresented in the literature. Dr. Coburn discusses how patterns of language use may contribute to camouflaging, which can play a role in missed or delayed autism diagnoses.

Corinne and Dr. Coburn also discuss the current debate surrounding gestalt language processing (GLP) and Natural Language Acquisition (NLA). As a clinician, Dr. Coburn has used some of these principles in practice and has seen clients make progress. As a researcher, however, they share concerns about the lack of peer-reviewed, data-based evidence supporting GLP as a distinct language processing profile and NLA as a framework for intervention.

Dr. Coburn also discusses what clinicians can learn from research published in the 1970s and 1980s and how future research could examine different language processing profiles to identify sound intervention strategies.

About the Guest: Dr. Kelly Coburn (they/them) is an ASHA-certified speech-language pathologist and an Assistant Professor in Speech and Language Therapy at the University of Limerick, Ireland. Clinically, they specialize in augmentative/alternative communication (AAC), autism, and developmental disabilities. Kelly’s research addresses communication by autistic people, with a focus on adults whose genders have been under-represented in prior literature. Kelly’s interest in autism is both professional and personal, motivated by their experiences as a pediatric clinician and as a member of autistic families. They take a neurodiversity-affirming approach to research, teaching, and clinical practice. Kelly particularly enjoys qualitative and mixed-methods research, mentoring student researchers, and collaborating with community partners.

Show Notes:

Contact Corinne Zmoos: Instagram, LinkedIn, Linktree

Contact Dr. Kelly Coburn: LinkedIn

Quantitative Analysis of Narrative Discourse by Autistic Adults of Underrepresented Genders

Self-Diagnosis of Autism: What Is the Speech-Language Pathologist's Role?

Thematic Analysis of Personal Narratives Spoken by Autistic Adults of Underrepresented Genders

Tiny cues. Meaningful connections. A more responsive approach to infant feeding.

Guest: Ramya Kumar, MS, CCC-SLP, BCS-S

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In this episode of Making Sense with Madi, Madi Metcalf, MS, CCC-SLP, is joined by Ramya Kumar, MS, CCC-SLP, BCS-S, a board-certified swallowing specialist and neonatal feeding specialist, to discuss trauma-informed care in infant feeding therapy.

Ramya shares how responsive feeding approaches can support infants while honoring their cues, comfort, and individual needs. She and Madi discuss why caregiver involvement is such an important part of infant feeding therapy and how clinicians can build trust and support families throughout the process.

The episode also explores what it means to provide trauma-informed care for both infants and caregivers, including how past medical and feeding experiences can shape feeding interactions. Clinicians will learn ways to approach infant feeding with greater sensitivity to the family's experiences while supporting responsive, relationship-centered care.

About the Guest: Ramya Kumar, MS, CCC‑SLP, BCS‑S, is a board‑certified speech‑language pathologist and neonatal feeding specialist with more than 13 years of experience caring for medically complex infants and children across NICU, inpatient, and outpatient settings. She holds advanced certifications in swallowing disorders, neonatal therapy, lactation, developmental care, and trauma‑informed practice, and is recognized for her expertise in infant feeding, nutrition, and developmental care. Ms. Kumar has served as a NICU Developmental Specialist at a Level 3 NICU in Arizona, where she led multidisciplinary developmental care initiatives, supported quality improvement and benchmarking efforts, and provided neuroprotective, family‑centered care for hospitalized infants. She is also the Director of Arizona NICU Follow‑Up Specialists, where she provides specialized feeding and developmental services for NICU graduates and collaborates closely with physicians, dietitians, and allied health professionals to support infants and families across the hospital‑to‑home transition.

Show Notes:

Contact Madi Metcalf: LinkedIn, Instagram, Function First

Contact Ramya Kumar: LinkedIn, Instagram

SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach

Beyond Behaviors, Second Edition: Using Brain Science and Compassion to Understand and Solve Children’s Behavioral Challenges

Brain-Body Parenting: How to Stop Managing Behavior and Start Raising Joyful, Resilient Kids

Pediatric Feeding Disorder: Consensus Definition and Conceptual Framework

B.D. Perry, M.D., Ph.D. Handouts

Feeding Problems in Young Children: A Cross-Sectional Study in Sweden

The Worry Cycle of Feeding: Part I for Adoption Month

Manual and alternative therapies as non-pharmacological interventions for pain and stress control in newborns: a systematic review

The relationship between chronic paediatric feeding disorders and caregiver stress

“I was so worried about every drop of milk” – feeding problems at home are a significant concern for parents after major heart surgery in infancy

Invitada: la Dra. Gloriana Cruz Rivera, ClinScD, CCC-SLP

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En este episodio de SLPs en Acción, la presentadora Damaris Sánchez Rivera, MS, CCC-SLP, conversa con la Dra. Gloriana Cruz Rivera, ClinScD, CCC-SLP, sobre los fundamentos de la relación entre la vibración, la voz y el nervio vago, y cómo la estimulación vibratoria puede influir en la producción vocal y la regulación del sistema nervioso.

A partir de la evidencia disponible y de la experiencia clínica de la Dra. Cruz Rivera en vocología, abordan mecanismos fisiológicos relevantes, mitos frecuentes y posibles aplicaciones de técnicas vocales y vibratorias en la evaluación, la intervención y la orientación clínica.

Este episodio ofrece a los patólogos del habla y lenguaje criterios para considerar e integrar estas estrategias de manera consciente, fundamentada y centrada en las necesidades de cada persona.

Show Notes:

Contacta a la Dra. Gloriana Cruz Rivera, ClinScD, CCC-SLP en Instagram

Referencias:

Titze, I. R., & Johnson, E. C. (Eds.). (2025). Sing and shout for health: Scientific insights and future directions for vocology. National Center for Voice and Speech.

Breit, S., Kupferberg, A., Rogler, G., & Hasler, G. (2018). Vagus Nerve as Modulator of the Brain-Gut Axis in Psychiatric and Inflammatory Disorders. Frontiers in psychiatry, 9, 44. https://doi.org/10.3389/fpsyt.2018.00044

Saibene, A. M., Fuccillo, E., Felisati, G., Pipolo, G. C., Chiesa, V., Canevini, M. P., Maccari, A., De Gasperis, M., Pizzorni, N., & Schindler, A. (2020). Vocal Outcomes in Vagus Nerve Stimulation: A Laryngeal Pattern-Based Objective Analysis. Journal of Voice, 36(5), 719–725. https://doi.org/10.1016/j.jvoice.2020.07.033

Encouragement, perspective, and practical guidance for taking that first step to becoming a clinical supervisor.

Guest: Katherine Mendez, MA, CCC-SLP, and Justine Springs, MA, CCC-SLP

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In this episode of First Bite, Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, FNAP, is joined by Katherine Mendez, MA, CCC-SLP, and Justine Springs, MA, CCC-SLP, from the University of Memphis to talk about the heart of clinical supervision and the important role supervisors play in shaping the next generation of speech-language pathologists. With honesty and humor, Katherine and Justine share what keeps them coming back to supervision year after year, the qualities that help make a great clinical educator, and how they navigate some of the challenging moments that come with supporting student clinicians.

About the Guests: Justine Springs is a clinical instructor and former Co-Director of Clinical Education at the University of Memphis. Having held multiple positions at the university, she has always enjoyed working as a clinical educator. She has eight years of clinical supervision experience. Her passion lies in working clinically with graduate students and seeing their growth alongside the aphasia patients they serve together.

Katherine Mendez is Co-Director of Clinical Education in Speech Language Pathology at the University of Memphis. Her clinical work focused on language, literacy, and executive function, but she is also passionate about clinician education. She began serving as a clinical educator as soon as she was eligible to after completing her CF, and she is now in her 12th year of supervising students. In her current role, she supports clinical faculty and off-site clinical educators in their efforts to provide high-quality, enriching, and inspiring clinical education experiences.

Show Notes:

• Supervision in Practice Courses
• Anderson J. L. (1988). The supervisory process in speech language pathology and audiology. Austin, TX: Pro-Ed.
• Clinical Supervision in Speech-Language Pathology. (2026). ASHAWeb.https://www.asha.org/policy/tr2008-00296/
• McCrea, E.S. & Brasseur, J.A. (2019). The Clinical Education and Supervisory Process in Speech-Language Pathology.
• O’Connor, L. (2008). A Look at Supervision in the 21st Century. The ASHA Leader, 13(5), 14–18.https://doi.org/10.1044/leader.ftr2.13052008.14
• Supervision. (2026). ASHAWeb.https://www.asha.org/practice/supervision/

Love Money Cause: University of Memphis NSSLHA

What looks like “bad” behavior might be learning in action.

Guest: Mick Olds, OTR/L

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In this episode of The Gestalt Get-Together, host Corinne Zmoos, MS, CCC-SLP, talks with Mick Olds, OTR/L, known as “The Occuplaytional Therapist,” about schema play and the ways autistic children and gestalt language processors (GLPs) may use repeated patterns of play to learn about their world.

Corinne and Mick discuss eight common play schemas: connecting, orienting, transporting, trajectory, positioning, enveloping, enclosing, and rotation. Through examples, Mick explains how behaviors that adults may view as challenging or “bad” can actually reflect a child experimenting with objects, cause and effect, movement, space, and their environment.

The episode also looks at what these patterns can tell us about a child’s interests and development, and how recognizing schema play can help clinicians better understand and support a child’s play rather than redirecting it. Corinne and Mick connect these early play experiences to the development of skills children can build on throughout everyday life.

About the Guest: Mick Olds, OTR/L, also known as “The Occuplaytional Therapist,” is an occupational therapist who shares every day with thousands of people online—parents, teachers, fellow professionals, and adults healing their own childhoods—about the power of play in children's lives. Mick has worked with kids in all kinds of settings: from rural Oklahoma, to an Air Force base in England, to their current home in Geelong, Victoria. Their experiences across different countries and systems give them a unique perspective on how healthcare and education shape childhood.

Show Notes:

Contact Corinne Zmoos: Instagram, LinkedIn, Linktree

Contact Mick Olds: Instagram, The Occuplaytional Therapist

What are play schemas and why do they matter?

Schematic Driven Pedagogy (SDP): The Potential Impact for Autistic Children

Piaget’s Schema & Learning Theory: 3 Fascinating Experiments

12 Important Early Childhood Play Schemas

The episode connects emerging research with clinical practice, offering SLPs and audiologists a deeper understanding of the factors that shape development in children who are deaf or hard of hearing and how this knowledge can inform more individualized, evidence-based support.

Guests: Ryan McCreery, PhD, Beth Walker, PhD, CCC-A/SLP & Beth Heinrichs-Graham, PhD

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In this episode of School of Speech, Carolyn Dolby, MS, CCC-SLP, is joined by Ryan McCreery, PhD, Beth Walker, PhD, CCC-A/SLP, and Beth Heinrichs-Graham, PhD, to discuss why language and cognitive development can vary so widely among children who are deaf or hard of hearing, even with access to early hearing detection and intervention. Drawing from recent research, the guests examine factors that may contribute to these individual differences, including auditory experience and variability in the neural patterns that support language and cognitive processes. They discuss what researchers are learning about the relationship between hearing, brain development, language, and cognition, and why looking beyond hearing access alone may help clinicians better understand each child's developmental trajectory.

About the Guests: Ryan McCreery, PhD, is the Vice President of Research at Boys Town National Research Hospital in Omaha, Nebraska. He also serves as a Senior Scientist and Director of the Audibility, Perception, and Cognition (APC) Lab.

Beth Walker, PhD, CCC-A/SLP, is a Professor at the University of Iowa where she directs the Pediatric Audiology Lab. She investigates how limited access to sound affects the development of children with hearing loss by examining the consistency of auditory-linguistic input for children who are deaf or hard of hearing.

Strengthening collaboration to improve access, connection, and opportunities for children who are deaf and hard of hearing.

Guests: Tena McNamara, AuD, CCC-A, Laura Parnell, AuD, CCC-A, and Kim Fiorentino, AuD, CCC-A

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In this live episode of First Bite, Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, FNAP, celebrates Educational Audiology Week with Tena McNamara, AuD, CCC-A, Laura Parnell, AuD, CCC-A, and Kim Fiorentino, AuD, CCC-A, for a joyful conversation about the power of collaboration in supporting children who are deaf and hard of hearing. Together, they explore how educational audiologists, SLPs, early intervention providers, educators, and families can work together to create strong, supportive pathways as children transition across settings.

About the Guests: Dr. Tena McNamara is the coordinator of the Cultural and Informational Hearing Center in Peoria, IL. She retired as an associate professor from the Communication Disorders and Sciences Department at Eastern Illinois University and as an educational audiologist with the Special Education Association of Peoria County. She has been a practicing audiologist for over 40 years and has held dual certification in speech-language pathology for 33 years.

Laura Parnell, AuD, CCC-A, is an educational audiologist at the University of Texas at Dallas Callier Center for Communication Disorders. She is a contracted services provider for the Plano Regional Day School Program for the Deaf, which serves deaf and hard of hearing students in a center-based program. She coordinates Educational Audiology Awareness Week for the Educational Audiology Association.

Kim Fiorentino, AuD, CCC-A, is the Implantable Device Program Coordinator at the University of Texas at Dallas Callier Center for Communication Disorders. She provides comprehensive audiological care for children who use cochlear implants and bone anchored hearing devices.

Show Notes:

• Educational Audiology Association: www.edaud.org
• Practice Standards & Resources
• IEPs, 504s & School Law
• Early Hearing Detection & Intervention Pediatric Audiology Links to Services
• American Board of Audiology: Certificate Holder—Educational Audiology® (CH-EdAud)
• https://www.infanthearing.org

Love Money Cause: Support EAA

Supporting feeding and swallowing in schools requires more than identifying what a student needs.

Full Episode Title: From Recommendations to Reality: Feeding and Swallowing Support

Guest: Elisa Thurman, MS, CCC-SLP

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Carolyn and Elisa explore common challenges that arise when feeding and swallowing recommendations are carried over into the school setting, including building shared understanding among families, SLPs, teachers, paraprofessionals, and other school staff. They discuss the roles of key team members, strategies for communicating recommendations clearly, and ways to support consistency across people and environments. The episode also addresses when collaboration with medical providers may be needed and how school teams can coordinate care while keeping the student’s needs at the center. SLPs will come away with a clearer understanding of how to move feeding and swallowing recommendations from paper into everyday practice at school.

About the Guest: Elisa Thurman, MS, CCC-SLP, is a co-founder of The Feeding Link and a member of the Feeding and Swallowing Team at at the Multnomah Education Service District (MESD). Specializing in pediatric feeding disorders, she has extensive experience managing complex feeding and swallowing profiles in the school setting. Today, Elisa focuses on clinical mentorship, empowering fellow practitioners through advanced coaching and knowledge exchange.

Show Notes:

Carolyn Dolby Article

The Feeding Link Website

Bring more evidence and confidence to the feeding therapy table.

Guests: Jeanne Marshall, PhD, B Sp. Path & Valerie Gent, BAppSc, MMedRes, PhD Candidate

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In this episode of Making Sense with Madi, host Madi Metcalf, MS, CCC-SLP, is joined by Jeanne Marshall, PhD, B Sp. Path, and Valerie Gent, BAppSc (Speech Pathology), MMedRes, PhD Candidate, to examine the evidence behind responsive feeding therapy and its use with children with pediatric feeding disorder (PFD) and avoidant/restrictive food intake disorder (ARFID).

Responsive feeding and responsive feeding therapy are closely related, but they are not the same. Jeanne and Valerie explain the distinction between the two, trace the foundations of responsive feeding therapy, and discuss the research supporting its use as a treatment framework. They also highlight key benefits of a responsive approach and what the evidence can tell clinicians about applying these principles in feeding therapy.

This episode will strengthen your understanding of the research behind responsive feeding therapy and help you feel more confident using this framework when supporting children with PFD and ARFID.

About the Guests: Dr. Jeanne Marshall, PhD, B Sp Path, is an experienced practicing speech pathologist and internationally recognised researcher and educator in pediatric feeding disorder. She holds a conjoint research fellow position between Children's Health Queensland Hospital and Health Service and The University of Queensland, where her research is embedded within a health service environment and driven by the needs of children and families, as well as the clinicians that care for them. Her work spans better diagnostics, early intervention, and awareness and advocacy for pediatric feeding disorder, with a strong focus on preventative health.

Valerie Gent is a Certified Practicing Speech Pathologist with more than 20 years’ experience working across the lifespan in Dysphagia. She is the Director of Let’s Eat! Feeding Therapy and Co-Director of Feeding Therapy Australia. Val published a kids’ book: “But I’m NOT Hungry for my Dinner” which was shortlisted for the Speech Pathology Australia Award in 2022. She also completed a Master of Medical Research exploring the impact of feeding differences for autistic children, graduating with an Award of Excellence in Research Thesis in 2023. Val is currently completing a PhD on a full -time scholarship (2024-2027) at the University of Queensland, focusing on Responsive Feeding Therapy.

Show Notes:

Contact Madi Metcalf: LinkedIn, Instagram, Function First

Contact Jeanne Marshall: LinkedIn, Instagram, The University of Queensland

Contact Valerie Gent: LinkedIn, Instagram, Facebook, Research Gate

Full resource list available on the course page.

Invitada: Jackie Rodriguez, M.S. CCC-SLP

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En este episodio de SLPs en Acción, Damaris Sánchez Rivera, MS, CCC-SLP, conversa con Jackie, MS, CCC-SLP, sobre el impedimento cognitivo vascular desde una perspectiva clínica, cultural y comunitaria, destacando por qué este es un tema que los patólogos del habla y lenguaje no pueden ignorar.

Conversarán sobre qué es el impedimento cognitivo vascular, cómo se diferencia de otras formas de deterioro cognitivo y cuál es su relación con condiciones comunes como la hipertensión, la diabetes y la hipercolesterolemia. También analizarán cómo estas condiciones impactan de manera particular a las comunidades latinas, considerando factores como el acceso a servicios, las barreras lingüísticas, la educación en salud y las experiencias culturales que influyen en la comprensión, prevención y manejo de la condición.

A través de esta conversación, resaltarán el rol fundamental de los SLPs en la identificación de cambios cognitivos y comunicativos, la educación a pacientes y familias, y la integración de estrategias de alfabetización en salud para promover intervenciones más claras, efectivas y culturalmente relevantes.

Show Notes:

• Contacta a Jackie Rodriguez, M.S. CCC-SLP en Instagram @unlearnwithme.theslp

Referencias:

• Dichgans, M. and Leys, D. (2017). Vascular Cognitive Impairment. American Heart Association Journal of Circulation Research, 120(3). https://doi.org/10.1161/CIRCRESAHA.116.308426open_in_new
• Marte, M.J., Adesso, D., and Kiran, S., (2024). Association Between Social Determinants of Health and Communication Difficulties in Postroke U.S. Hispanic and Non-Hispanic White Populations. American Journal of Speech-Language Pathology. 33(1)248-261. https://doi.org/10.1044/2023_AJSLP-23-00232
• Murray, L. (2008). Cognitive and Communicative Consequences of Cardiovascular Disease. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders. 18(4). https://doi.org/10.1044/nnsld18.4.152 Y2 - 2024/12/21

A conversation examining the intersection of systems, bias, and clinical practice to promote equitable feeding experiences for all students.

Guest: Lily Glasgo, PhD, OTR/L

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In this episode of First Bite, Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, FNAP, sits down with Lily Glasgo, PhD, OTR/L, to explore how bias, policy, and politics have shaped the history of school meals and what that means for children today. Through the lens of institutional feeding systems, this conversation examines how school-based meal programs influence participation, access, and outcomes for students, particularly those with pediatric feeding disorder (PFD). Together, they discuss the role of school-based clinicians, including the balance between therapeutic intervention and maintaining safe feeding practices, and how interprofessional collaboration can support more inclusive, student-centered care.

About the Guest: Lily M. Glasgo, PhD, OTR/L, (she/her) is an OT who is passionate about system level change to support kids with significant support needs. She gained clinical experience in outpatient and school based feeding before completing her PhD in Occupational Science from UNC Chapel Hill. Now, as an assistant professor at Pacific University, she teaches pediatrics and engages in a variety of research projects about pediatric feeding disorder.

Show Notes:

• Contact Lily
• The Feeding Link
• Feeding Matters Directory
• National Education Association
• Virginia Department of Health - Maternal Mental Health

Books:

• The Astral Library by Kate Quinn
• Feeding Tubes and Crushing on Dudes by Hannah Setzer

Love Money Cause: Spoon Foundation

Tune into the connections between music, movement, and sensory processing.

Guest: Jessica Teich, PhD, MT-BC, MTA, NMT-F™

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In this episode of The Gestalt Get-Together, host Corinne Zmoos, MS, CCC-SLP, is joined by Jessi Teich, PhD, MT-BC, MTA, NMT-F™, to discuss music-based sensorimotor interventions for children with autism. Drawing from her work as a music therapist and researcher, Dr. Teich examines how music and rhythm can support sensory processing, motor control, and self-regulation.

Differences in sensory integration, motor coordination, and self-regulation can influence how autistic children engage, move, communicate, and participate in everyday activities. Dr. Teich explains how rhythm and structured musical input interact with the brain's motor, sensory, and timing networks, offering a closer look at the connections between music, movement, and sensory processing.

The episode also examines rhythm-based and music-based interventions designed to address individual sensory and motor needs. SLPs will better understand the science behind these approaches and how music-based sensorimotor interventions may fit within interdisciplinary support for autistic children.

About the Guest: Dr. Jessica Teich (pronounced teach) is the Founder and Director of Rhythma Health Solutions™, an Ontario-based clinic that provides individualized neurologic music therapy® clinical care for Neurodivergent individuals and people with complex sensory and motor-related barriers. She holds a PhD in Music and Health Sciences and is a Board-Certified Music Therapist and Neurologic Music Therapist®, Fellow. Her work integrates advanced clinical training, research expertise, and real-world music experience to support neurodivergent and neurologically complex individuals and families.

Show Notes:

Contact Corinne Zmoos: Instagram, LinkedIn, Linktree

Contact Jessica Teich: LinkedIn, Rhythma Health Solutions

Sensing echoes: temporal misalignment in auditory brainstem responses as the earliest marker of neurodevelopmental derailment

The Academy of Neurologic Music Therapy

Choosing the right language assessment tools takes more than reaching for a familiar test.

Guest: Michelle Ivey, PhD, CCC-SLP

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Using the RIOT framework—review, interview, observe, and test—as a guide, Carolyn and Michelle look at how information from multiple sources can inform the assessment process. They discuss thoughtful selection and interpretation of norm-referenced assessments, the importance of considering communication across settings and partners, and ways to ensure the family’s perspective has a meaningful role in the evaluation. From preschool through the school-age years, this episode encourages SLPs to look beyond individual test scores and consider how each piece of assessment information contributes to the bigger picture.

About the Guest: Michelle L. Ivey, PhD, CCC-SLP, is an instructional faculty member in the Communication Sciences and Disorders Department of the University of Houston. There she teaches graduate and undergraduate classes in child language development and disorders. She also teaches the clinical methods capstone class and serves as a clinical educator for on-and off- campus clients.

This episode offers practical guidance on building a feeding practice that is clinically sound, ethical, and sustainable.

Guest: Jean Hawney, MA, CCC-SLP, BCS-S, CLC

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In this episode of First Bite, host Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, FNAP, is joined by Jean Hawney, MA, CCC-SLP, BCS-S, CLC, to break down some of the biggest barriers pediatric SLPs face when considering private practice, from mindset blocks and finding your niche to the logistical challenges of getting started. Michelle and Jean dig into what SLPs need to consider when building a feeding-focused practice, including scope of practice, advanced training, ethical decision-making, and the resources that can help guide the process.

About the Guest: Jean Hawney, MA, CCC-SLP, BCS-S, CLC is a pediatric speech-language pathologist and feeding specialist, and the founder of Little Eaters & Talkers, a multidisciplinary private practice based in Houston, Texas. Jean specializes in infant and pediatric feeding and swallowing disorders, with a focus on medically complex infants, bottle aversion, early feeding development, and caregiver coaching.

Show Notes:

• The American Association of People with Disabilities

Contact Jean:

• IG: @littleaters_talkers
• Website: https://thelittleeaters.com/

Love Money Cause: Hope for Minds

Trauma-sensitive care and interprofessional collaboration to better support children and families.

Guest: Lauren Thompson, MEd, CCC-SLP, CLC, and Allissa Younan, MS, OTR/L

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In this episode of First Bite, Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, FNAP, is joined by Lauren Thompson, MEd, CCC-SLP, CLC, and Allissa Younan, MS, OTR/L, to discuss how combining clinical perspectives can strengthen care for children with feeding challenges, sensory differences, nervous system dysregulation, and other complex needs. They consider what may be behind a child’s apparent refusal, shifting the focus from a child who “won’t” participate to one who may not yet feel safe, regulated, or supported enough to engage.

About the Guests: Lauren Thompson, M.Ed., CCC-SLP, CLC, is a Speech-Language Pathologist and Certified Lactation Counselor, and the owner of Well Fed Feeding & Swallowing Therapy in Londonderry, New Hampshire. Since 2012, she has supported infants and children with Pediatric Feeding Disorder, dysphagia, lactation challenges, ARFID, and feeding-related trauma across inpatient rehabilitation, hospital-based outpatient care, Level II and III NICUs, and public schools.

Allissa Younan, MS, OTR/L is a pediatric occupational therapist, TBRI practitioner, and owner of Holistic Abilities where she is passionate about helping children and families thrive through evidence-informed, relationship-based care. She specializes in sensory processing, feeding, and supporting children to make gains in their everyday life.

Contact the Guests:

• Lauren Thompson on LinkedIn
• Lauren’s Website: https://www.wellfedfeedingtherapy.com/
• Allissa Younan on LinkedIn

Show Notes:

• Feeding Matters
• Trauma-sensitive Definition
• Trust‑Based Relational Intervention
• Dr. Dan Siegel's Hand Model of the Brain
• The Rabbit Listened by Cori Doerrfeld
• Pediatric Feeding Disorder Consensus Definition and Conceptual Framework
• AB-SSD 2026 Summer Webinar Series - Pediatric
• Empowering Providers Through Transforming Pediatric Feeding Journeys Courses:
• Trust-based relational intervention (TBRI): A systemic approach to complex developmental trauma
• Love Money Cause: www.feedingmatters.org

References:

• Hockey, R., Philpott-Robinson, K., Haracz, K., & Ray, K. (2025). Trauma-informed or sensory-based practices in preschool settings: A scoping review. Australian Occupational Therapy Journal, 72(3), e70027. https://doi.org/10.1111/1440-1630.70027
• Purvis, K. B., Cross, D. R., Dansereau, D. F., & Parris, S. R. (2013). Trust-based relational intervention (TBRI): A systemic approach to complex developmental trauma. Child & Youth Services, 34(4), 360–386. https://doi.org/10.1080/0145935X.2013.859906
• Smith, M. L. (2021). The connected therapist: Relating through the senses. Marti Smith Seminars.
• Williams, M. S., & Shellenberger, S. (1994). How does your engine run? TherapyWorks.

Support responsive feeding while honoring each child’s autonomy.

Guest: Jenny McGlothlin, MS, CCC-SLP, CLC

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In this episode of Making Sense with Madi the SLP, Madi Metcalf, MS, CCC-SLP, is joined by Jenny McGlothlin, MS, CCC-SLP, CLC, to discuss what responsive feeding therapy looks like in practice.

Jenny shares a practical framework for bringing the values of responsive feeding therapy into feeding sessions while honoring each child’s autonomy around eating. She explains how to apply these principles across different populations and adapt them to meet the needs of individual children and families.

You’ll also learn how to meaningfully include caregivers in sessions, helping them understand and carry over responsive feeding practices during meals and everyday routines.

About the Guest: Jenny McGlothlin, MS, CCC-SLP, CLC, is a Speech-Language Pathologist and Certified Lactation Counselor specializing in feeding across the lifespan—from newborns to adolescents—as well as pediatric motor speech disorders. With over 20 years of clinical experience, she empowers caregivers with the confidence and competence to be their child’s best feeding and communication partner. In 2005, Jenny developed the STEPS feeding program at the UT Dallas Callier Center to support and promote feeding development in preschool-aged children. She provides training for graduate students, therapists, teachers, and parents both nationally and internationally. Jenny has been inducted into the Texas Speech-Language-Hearing Association’s Hall of Fame for her contributions to the field. She also volunteers with Feeding Matters and has been an active TSHA volunteer for many years. She lives in Dallas with her husband, three children, and their rescue dog, Baxter. In her free time, she enjoys reading, organizing, spending time with friends, and cheering on her kids at games.

Show Notes:

Contact Madi Metcalf: LinkedIn, Instagram, Function First

Contact Jenny McGlothlin: LinkedIn, Instagram, Extreme Picky Eating

What Happened to You? Conversations on Trauma, Resilience, and Healing

Helping Your Child with Extreme Picky Eating

Learn from Margaryta’s "C.O.N.F.I.D.E.N.T." EI SLP framework to support functional, collaborative, and family-centered intervention.

Guest: Margaryta Kuzmin, MA, CCC-SLP, TSSLD-BE

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In this episode of First Bite, Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, FNAP, is joined by Margaryta Kuzmin, MA, CCC-SLP, TSSLD-BE, a bilingual pediatric speech-language pathologist and early intervention provider, for a joyful and empowering discussion about the many hats SLPs wear in early intervention. From feeding and dysphagia to communication, caregiver coaching, and collaboration, this episode celebrates the meaningful, real-life work happening in homes and everyday routines. Michelle and Margaryta redefine what it means to be a “confident” EI SLP, reminding us that confidence is not about knowing everything. It is about trusting your foundation, staying curious, and showing up with intention.

About the Guest: Margaryta Kuzmin is a bilingual speech-language pathologist based in New York City with over 15 years of experience working with infants, toddlers, and school-age children with complex communication, feeding, and developmental needs. She specializes in pediatric feeding and swallowing disorders, AAC, and working with medically complex populations.

Show Notes:

Contact Margaryta:

• IG: @kuzminslp
• LinkedIn
• Website: https://kuzminslp.com
• Courses
• Free Online AAC Boards

Resources:

• American Board of Swallowing and Swallowing Disorders 2026 Summer Webinar Series
• Feeding Matters
• Family Guided Routies Based Intervention
• HealthyChildren.org
• IDDSI
• Go Team Go! Interprofessional Practice for Pediatric Feeding in the Schools
• Guide to Supporting Pediatric Feeding Disorders in Schools
• Pediatric Feeding Disorder and the School-Based Speech-Language Pathologist: An Evidence-BasedUpdate for Clinical Practice

Love Money: 1p36 Deletion Support & Awareness

From language modeling to play, refresh the tools you use every day.

Guest: Emily Byers Chaney, MS, CCC-SLP

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Whether you’re new to gestalt language processing or could use a refresher, this episode of The Gestalt Get-Together brings the basics back into focus. Host Corinne Zmoos, MS, CCC-SLP, is joined by Emily Byers Chaney, MS, CCC-SLP, to talk through echolalia, language modeling, play-based intervention, and how GLP discourse has evolved.

Using real-world clinical examples, Corinne and Emily make these ideas easier to understand and apply. You’ll come away with practical ways to expand language, encourage reciprocal interactions, and more confidently support gestalt language processors in your everyday practice.

About the Guest: Emily Byers Chaney, M.S., CCC-SLP is a a pediatric speech-language pathologist and the founder of Boundless Speech and Language, a private practice in Los Angeles offering both in-person and teletherapy services across California. With eight years of experience, Emily is dedicated to providing neurodiversity-affirming, child-led care, helping families move toward relationship-centered and co-regulating models of care. She is passionate about empowering families through strengths-based approaches and regularly shares educational content for both parents and professionals focused on practical, evidence-informed ways to support neurodivergent children while honoring their individual communication styles, support needs, and strengths.

Show Notes:

Contact Corinne Zmoos: LinkedIn, Instagram, Linktree

Contact Erin Forward: Instagram

Communication Development Center

Natural Language Acquisition on the Autism Spectrum

Meaningful Speech

Constructing a Language: A Usage-Based Theory of Language Acquisition

The functions of immediate echolalia in autistic children.

Learn about common barriers and misconceptions surrounding language comprehension curricula, considerations for choosing and implementing a curriculum, and ways to collaborate with educators.

Guest: Hannah Hudson, MS, CCC-SLP

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In this episode of School of Speech, host Carolyn Dolby, MS, CCC-SLP, is joined by Hannah Hudson, MS, CCC-SLP, to discuss how language comprehension curricula can support elementary students with language and literacy difficulties and how SLPs can incorporate these tools into their current practice. As expectations for SLP involvement in literacy continue to grow, structured language comprehension curricula may offer a way to provide consistent support while managing the demands of a school-based caseload.

About the Guest: Hannah Hudson, MS, CCC-SLP, of the Communication Science and Disorders Department at Florida State University, is a PhD Student in Dr. Carla Wood’s lab. Hannah has a strong interest in language acquisition as it relates to literacy development and language acquisition/development as it relates to expressive language abilities. In addition, she is interested in language disorders, learning disabilities, and reading and language comprehension.

Show Notes:

Exploring Language Comprehension Article

Listening Comprehension Resource Center

Books used in the Let's Know! curriculum supplement

Language Dynamics Group - get CUBED

Unpack the myths, realities, and clinical considerations surrounding pediatric concussions with an interprofessional team from The University of Tulsa's Concussion Center.

Guests: Laura Wilson, PhD, CCC-SLP, CBIST; Rachel Hildebrand, PhD, LAT/ATC, CBIS; and Jennifer Steward, PhD

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In this episode of First Bite, Michelle Dawson, MS, CCC-SLP, CLC, BCS-S, FNAP, is joined by an interprofessional team from The University of Tulsa's Concussion Center. Together, they explore common misconceptions about concussions, including how symptoms present differently across toddlers, children, and adolescents, and why recognizing these differences is critical for timely identification and care. The conversation also highlights important topics such as second impact syndrome, current best practices in concussion management, and the role of interprofessional collaboration in supporting recovery.

About the Guest(s): Laura Wilson, PhD, CCC-SLP, CBIST, is an Associate Professor in Communication Sciences & Disorders at The University of Tulsa. She is a Co-Director of the Concussion Center and a Certified Brain Injury Specialist Trainer. Her clinical and research interest is acquired brain injuries, with a specific focus on concussion.

Rachel Hildebrand, PhD, LAT/ATC, CBIS is a Clinical Associate Professor of Athletic Training at The University of Tulsa. She is the co-Director of the Concussion Center at The University of Tulsa. Her research has highly focused on interdisciplinary concussion management, specifically for those experiencing prolonged concussion recovery.

Jennifer Steward, Ph.D., is a clinical psychologist and an Applied Associate Professor of Psychology at The University of Tulsa. She has been a member of the concussion team since the Concussion Center’s opening, and supervises advanced clinical psychology doctoral students in their work as part of the interdisciplinary team.

Show Notes:

• University of Tulsa Concussion Center
• Heads Up CDC
• HEADS UP to Schools: Online Concussion Training
• https://pedsconcussion.com
• https://www.concussioninsportgroup.com
• Love Money: Support The University of Tulsa