De Facto Leaders

In episode 255 of De Facto Leaders, I elaborate on the concept of using vocabulary as a large “container”, so you can design sessions efficiently without sacrificing quality.

I talk about why more experienced clinicians often struggle to make their interventions scalable, and why this gets in the way of carryover.

I also share the five “containers” I use in my Language Therapy Advance Foundations program that can support skills like reading, writing, spelling, and language processing in ways that can be reinforced outside sessions. 

If you have a ton of knowledge relating to language...

Many experienced SLPs think they just need to plan better.

Tweak the activity. 

Adjust the visuals.

Try a new printable or protocol.

But what if none of that is the real problem?

What if your sessions are already so skillful that no one else can reinforce what you're doing?

🧠 What if the very clinical decision-making that gets you results is the thing preventing generalization?

In episode 254 of De Facto leaders, I share the top three pieces of unconventional advice I give SLPs when they’re design...

“Education isn’t a business” is a thing people say when they’re upset about how the school systems are being run.

But education actually IS a business. Saying otherwise isn't going to change reality.

If you’re frustrated about how the school systems work, you can continue to wish this wasn’t the case…

Or you can accept how things actually are and learn what to do about it. 

In this podcast episode, I share how that looks for school clinicians supporting language and cognition. 

In the episode, I share:

W...

While virtual learning has become more prevalent since 2020, the founders of Banyan Global Learning have been offering digital learning experiences for over 20 years.

Some people are excited about the possibilities technology offers. Others are backpedaling or worrying that tech does more harm than good. 

Like most things, the truth lies somewhere in the middle. 

The outcomes depend on how experiences (both virtual and in-person) are designed and how learners are asked to engage. 

Passive consumption rarely leads to meaningful learning, but well-structured virtual experiences can support problem solving, perspective-taking, and authentic con...

Have you met “Jessica” the virtual speech helper? I certainly remember hearing about it the first time.

This concept raised a lot of questions in the clinical community. Are we trying to replace clinicians, and was that the intention behind this application?

If you’ve had these questions too, you won’t want to miss this conversation. 

This episode is the second half of my interview with Maura Connor from BetterSpeech, the company that created an AI “virtual speech helper” to enhance and extend work being done in therapy sessions. 

In this conversat...

When I first started working in the schools in the early 2000s, there was a push for integrating technology into classrooms and therapy sessions

It was even a box that got checked on my employee evaluation.

Now there’s a defined space referred to as “EdTech”. 

It took me a while to realize that this was a thing, and I didn’t even realize I was a part of it until someone referred to me as the “EdTech person” during a job interview (they were “FinTech” people, short for “Financial Technology”).

In the work I do now...

When everything depends on your real-time decisions, you can’t replicate the progress, scale the outcomes, or lead others through your process. 

Even when it’s working.

In this episode, I share what that looked like in my own career.

As a speech-language pathologist in the schools, I had the training and instincts to support students with complex language and learning needs. But when referrals surged and our team looked to me for leadership, I realized I didn’t have a framework. My sessions were effective, but my tools weren’t replicable. 

There wa...

In this episode, I’m sharing my top resources for clinicians to explain why we do what we do in language therapy, and how parents and colleagues can support skills outside of sessions.

I share:

How to answer the dreaded “Is there an app for that?” question. 

Why language therapy doesn’t come in a standard curriculum (plus resources you can share to explain the essentials behind vocabulary intervention).

How parents can reinforce language at home (and when and if tech actually helps)

Plus I share an opportunity for therapist...

When you’re teaching storytelling with students, do your lessons feel kind of…random?

I used to feel like this a lot when I was a school SLP, so if you’ve ever had a “throw spaghetti at the wall” therapy session that felt all over the place, I get it.

The truth is, repetition and drill is not the enemy. If you ONLY focus on unstructured activities, you’re probably seeing students getting overwhelmed, not remembering to apply important language skills (like syntax, vocabulary words, etc). 

But if you ONLY stick with structured ac...

Why are we so obsessed with “storytelling”?

In education, we talk about it when we’re working on language and reading comprehension. 

It’s also referred to in sales and copy writing as a tool for generating more leads and customers. And of course, people writing books or films think about it all the time. 

We all know storytelling is an important life skill. But do we remember HOW MUCH it can impact our ability to communicate and function? 

And do we know how to support students who don’t have this skill?<...

If your therapy techniques only work when you’re in the room, that’s a problem.

Many therapists unintentionally “gatekeep” their expertise and miss opportunities to boost carryover.
It’s the unexpected downside of being really good at direct clinical work. 

Don’t get me wrong. Clinical judgment does matter. And some things can only be addressed by a trained clinician in a therapy room.

But when every decision depends on your personal expertise and physical presence, you’ve made yourself the bottleneck.

In this episode, I’ll share how to make the shift...

Where did arbitrary cut scores for norm-referenced language assessments come from, and why do they feel “safer” than relying on clinical judgement?

I discuss this question and more in this third part of a three-part series, bilingual SLPs Destiny Johnson and Tiffany Shahoumian-Ruiz join me to continue our conversation about advocating for effective language evaluation practices in schools.

Across these conversations, we explore:

When we choose evaluation tools for language, are we clear on WHY we’re assessing? 

Most people think of diagnosis, but that’s not the only reason we assess students. 

I discuss this question and more in this second part of a three-part series, bilingual SLPs Destiny Johnson and Tiffany Shahoumian-Ruiz join me to continue our conversation about language evaluation practices in schools.

Across these conversations, we explore:

Language assessments shape who gets services, how goals are written, and how progress is measured, but there are many misconceptions about how to follow best-practices when doing an evaluation. In this three-part series, bilingual SLPs Destiny Johnson and Tiffany Shahoumian-Ruiz join me to dig into the science, the myths, and the policies that shape evaluation practices in schools.

Across these conversations, we explore:

Every few years, conversations about education in the U.S. circle back to the same refrain: Why can’t we be more like Finland?

In this episode, I sit down with Dr. Chrishawn Finister from Your Joy Psychological, PLLC to unpack this comparison.

We dig into the nuanced relationship between educational eligibility and clinical diagnosis, which often overlap but aren’t interchangeable. From there, we widen the lens to explore the broader systems-level challenges that shape how students are identified, supported, and served.

Some key themes we discuss:

✅ Orthographic density and litera...

Most of us know that it’s important to work on vocabulary in language and literacy intervention.

But how do we know what words to pick? Should we be working on specific words, or should we be focusing on strategies?

If we DO work on words, how can we possibly keep up with the pace of the curriculum (and should we even try)?

I get these questions ALL the time from SLPs and other professionals supporting language and literacy, which is why this is something I help you navigate in both my Vocabulary Fo...

Every time I look into research on the summer slide, I get more confused. It’s no wonder professionals and families are scrambling every May as they think about how kids should be spending their time in the summer. 

I’ve intended to do a deep dive into the research and gain a better understanding of how significant the “slide” is, for who, and what, exactly, is sliding. At the time I’m writing this, I still don’t feel I’ve done that. 

What I can do is speak to what I DO understand, which is why I w...

The idea that exposing kids to enriching literacy and play-based experiences will effectively teach them to read and write sounds nice on paper.

Unfortunately, it’s not in-line with the large and growing body of evidence that suggests that kids need direct, explicit instruction to learn to read, write, and spell. 

Sure, a select group of fortunate students will learn to read and write implicitly through exposure alone. But curricular decisions shouldn’t be based on what benefits a small percentage of their student population. 

That’s why in this episode, I share a clip a...

When schools respond to “behavior problems” in students, the focus is often on the symptom, not the cause. 

Failing to look beyond the surface behavior does a disservice to students, which is why in this episode I share commentary and a clip from my conversation with Dr. Shameka Stewart on the school-to-confinement pipeline. 

Dr. Shameka Stewart is an Associate Professor of Communication Sciences and Disorders and the Juvenile Forensic Speech-Language Pathologist(r). Dr. Stewart is also a special education advocate trained by the Wright’s Law training center. Dr. Stewart’s clinical and scholarly work specialize...

“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. 

That’s why in this conversation, I share a clip from my interview with Tom Parton, an SLP with a long-career of experience in secondary education, as...

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 when he took the time to ask members of the community what their needs were. 

Additionally, I share my commentary on how technology can both help and hinder literacy skills. 

Cassandra Williams is a true innovator in the edu...

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 trusted system she could rely on for language therapy. Searching for a structured, effective approach, she turned to the Language Therapy Advance Foundations program. There, she developed a reliable system she could bring to her team, transforming her therapy sessions and in...

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 language therapy. Battling decision fatigue and a lack of a reliable system, she joined my Language Therapy Advance Foundations program and created a reliable system that made her feel confident showing up to sessions.

In this episode, we’ll d...

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 the impact of executive functioning skills on the college experience. 

Jill is a licensed speech-language pathologist and professor in the Department of Communication Sciences and Disorders at Eastern Illinois University. She is also the co-director of the Autism Center a...

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 tailored activities and tools that streamline workflows, boost engagement, and support both in-person and remote therapy without replacing clinicians.

Natalie Yona, M.A., is a Speech-Language Therapist (SLT) with over 16 years of extensive experience in pediatric and...

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 or “checklist” to help them remember steps to important tasks. 

Yet many teams are finding that students don’t use the visuals or supports they’re given, and they still aren’t able to keep up with transitions, classroom routines, or turn thei...

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 in the future?”

The short answer is that you don’t “convince” them of anything. At least not in the moment. 

Instead, you create the experiences and opportunities that are going to help the s...

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, allows students to visualize the process and outcome of their actions, building a critical link between planning and follow-through.

In the third episode in my “Five Skills to Create Your Executive Functioning Intervention Framework”, I break it down in...

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 training, and it’s often what’s focused on in professional development for clinicians. 

This model works well for many skills. It also plays a part in executive functioning intervention. But it’s not enough. 

Doing “executive functioning” lesson p...

Executive function is often defined as “having good time management skills”. While this isn’t completely off-base, it’s a vast oversimplification.

The REASON people are good at time management is because they have the ability to estimate and sense the passage of time. 

Most “textbook” definitions of executive functioning don’t fully call this out, and as a result many educators and clinicians have a difficult time figuring out how to design instruction and intervention that supports executive functioning. 

Instead of embedding support across the day, interventions get siloed in special education, or lumped into l...

In this episode, I sit down with Jessica Lane, founder of Data-Informed Impact, to unpack the critical role of data in K-12 education—and how to use it responsibly, effectively, and equitably. Jessica shares her expertise on building a strong data culture in schools, improving data literacy, and creating clear, ethical data visualizations that empower—not overwhelm—educators and leaders.

We explore the often-overlooked human side of data: how to build trust around data use, avoid duplicative processes that drain educators’ time, and leverage data to evaluate systems. Jessica also offers insights into how different stakeholders—teachers, administra...

In this episode, we’re joined by literacy expert Dr. Molly Ness, author of Making Words Stick, to unpack the science behind orthographic mapping and what truly effective spelling instruction looks like. If you've ever found yourself wondering whether “irregular” words really exist—or how to teach spelling in a way that actually transfers to reading and writing—this episode is for you.

Dr. Molly Ness is a former classroom teacher, a reading researcher, and a teacher educator. She earned a doctorate in reading education at the University of Virginia, and spent 16 years as an associate professor at Fordham...

Ever feel like your school is trying all the “right” strategies—social skills groups, planners, behavior charts—but students still struggle with time management, motivation, and peer relationships?

You’re not alone—and there’s a reason why.

This episode is a clip from my free training, “Create a Research-Based Implementation Plan for your School Team.”

It’s designed for school leaders who want to guide their teams in embedding executive functioning support across both general and special education settings—without burning out staff.

This episode is for you if you’re ready to:
✔...

In this eye-opening episode, I sit down with Dr. A. Jordan Wright, psychologist who brings both professional insight and lived experience to the conversation—having been diagnosed with ADHD in college. Together, we explore the often-overlooked stories of kids who manage to compensate for ADHD symptoms well into adolescence or adulthood, only to receive a diagnosis later in life.

We also dive into why early educational settings are crucial for embedding executive functioning supports and how these skills can be proactively taught rather than reactively addressed. Our guest offers a compelling argument for why executive functioning should be...

In this episode, I  interview Connie, a student from the Language Therapy Advance Foundations program. She shares her practical experiences and results achieved with her students.

Key highlights include:

✅ Engaging a Disengaged Student: Connie discusses her strategies for working with a high school student who was bored with therapy, emphasizing the use of engaging books to enhance vocabulary learning.

✅ Time Efficiency: Learn how Connie cut her preparation time in half by implementing the frameworks taught in our program, allowing for more focused and effective sessions.

✅ Achieving Generalization: Connie reports significant progress in seve...

Many clinicians, educators, and school leaders know they should be working collaboratively, but don’t know how to find time to do it. If you have a friend or colleague who seems to have magical productivity powers, I promise there’s a method to the madness. Most likely, they’ve just gotten really good at a concept I call “asset stacking”. It starts with asking yourself the question, “What can I create now that can save me time or effort later?”  

In this third episode in the 3-part clinical leadership, I share how the concept of “asset stacking” can be...

In this second episode in the 3-part clinical leadership series, I explore the 'lesson planning trap'—a common situation where clinicians focus so much on perfecting individual sessions and miss broader opportunities for impact.

I experienced this myself, spending years creating detailed therapy plans while seeing little change at the systems level. Then I realized the importance of distinguishing between planning for individual therapy and planning for effective service delivery. This insight transformed my practice and leadership approach.

Today, I’ll share how you can take your intervention skills and scale them for...

In this episode, we address the common experience of being overlooked in crucial conversations about the students we serve. Whether you're a clinician or educator who feels unheard while trying to contribute, aspiring to be in a leadership role, or currently in leadership and experiencing impostor syndrome, this discussion challenges you to embrace your role as a leader—regardless of your job title.

We'll start this 3-part clinical leadership series by clarifying some misconceptions about leadership and explore how to change your approach.

Key Points:
✅ Why are important team members excluded from key team deci...

In this episode, we dive deep with educational consultant and innovator Dr. Kate Anderson Foley, who challenges conventional wisdom about student support systems and offers a fresh perspective on educational leadership. Dr. Anderson Foley's  shares revolutionary ideas about restructuring intervention frameworks and explains why some traditional approaches may be limiting student potential.

Episode Highlights:

✅ The Double Helix Model - Dr. Anderson Foley introduces her groundbreaking concept comparing educational support systems to DNA's double helix structure, demonstrating how interwoven approaches create stronger outcomes than linear interventions, and why we shouldn’t label students according to tiers. 

✅...

In this episode, I’m excited to announce the release of my new compression course, “The School Leader’s Guide to Executive Functioning Support.” 

You can learn more about the course here: https://drkarenspeech.lpages.co/school-leaders-guide-to-executive-functioning-support/

In this session, I’ll be sharing why I created this program, what parents and professionals have shared with me when I talk about executive functioning, and how I approach educating professionals about this important and relevant topic.

*Plus I share things school communities and staff WISH their administration knew 🙂

Imagine a school where:

✅ Student...