“We don’t need to work on decoding because students have access to assistive technology and accommodations.” “We don’t work on word-decoding in high school.” “Working on reading in high school is too little too late.” If you’ve ever heard any of these arguments, you’re not alone. Unfortunately, beliefs like these do students a huge disservice. …
Author: kldudek1980
EP 235: Engaging Families and the Role of Tech in Addressing Book Deserts (featuring Cassandra Williams)
In this episode, I reflect on my conversation with my colleague Cassandra Williams as we discuss book and resource deserts, as well as how to engage with school communities. In the interview clip I share, Cassandra shares a story of how one of her colleagues found a surprising way to increase attendance at parent-teacher conferences…
EP 234: Navigating Language Therapy as the Only SLP in the District
Ever feel overwhelmed being the only SLP in your district without a network of fellow clinicians for support? You’re not alone; many in similar situations face these challenges. In this episode, I’m sharing a case study of an SLP who, despite being the sole clinician in her district, felt the pressure of not having a…
EP 233: Case Study: Shouldn’t I have language therapy figured out by now?
Ever feel like you should have language therapy figured out by now, but you’re still struggling? Even experienced clinicians can feel that way. In this episode, I’m sharing a case study of a seasoned SLP who, despite years of experience, felt like she was missing a key piece of the puzzle when it came to…
EP 232: Balancing Language, Academic Content Areas, and Executive Functioning (featuring Jill Fahy)
What if choosing between language and executive functioning for your students wasn’t an “either/or” decision? And how can we effectively balance academic content with broader cognitive skills? It’s a complex challenge, and the answer isn’t always obvious. In this episode, I share commentary and a clip of my conversation with Jill Fahy, where we discuss…
EP 231: Finding a Place for AI in Therapy and Product Development (with Natalie Yona)
In this episode of De Facto Leaders, I’m joined by speech-language therapist Natalie Yona from Cognishine to explore one of the most nuanced conversations happening in today: Where does AI actually belong in therapy? Cognishine is a multilingual, multidisciplinary digital intervention platform designed for therapists, educators, and care professionals—offering a rich library of evidence-based, culturally…
EP 230: Part 5: Five Skills to Create Your Executive Functioning Intervention Framework
One of my favorite “hooks” or titles to use when I’m talking about executive functioning centers around the idea that executive functioning intervention is about “more than just checklists”. I like this title so much because one of the go-to interventions or accommodations for students with executive functioning difficulties includes some type of visual strategy…
EP 229: Part 4: Five Skills to Create Your Executive Functioning Intervention Framework
Every time I give a session on executive functioning, I have clinicians and teachers ask me the same thing: “How can I motivate students who don’t seem to care or don’t want to try new things?” Or something like “How can I convince students why this (insert task) is going to be important to them…
EP 228: Part 3: Five Skills to Create Your Executive Functioning Intervention Framework
Students with executive functioning challenges often intend to complete tasks or meet expectations—but struggle to execute consistently. The reason? They aren’t mentally envisioning future scenarios, predicting the steps needed to reach a goal, and thinking about what they need to be doing NOW in order to meet that goal. This cognitive skill, called future pacing,…
EP 227: Part 2: Five Skills to Create Your Executive Functioning Intervention Framework
I’m often asked if I can create an “executive functioning lesson plan” that a clinician could do within a 20-minute therapy session with a student or group of students. I understand why people ask me for things like this. This traditional “pull-out” model of therapy is what many clinicians have been taught in our preservice…