13 - Precision CPD

Abigail Long, M.S. Ed., CCC-SLP/L
Co-Planning That Works: Aligning Therapy with Academic Goals

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Abby joins us from Brooklyn, NY, where she is a relatively seasoned speech-language pathologist, with 10 years under her belt, currently working in a mix of both the private practice setting as well as the school-based setting. Though she doesn’t play favorites, she has truly come to enjoy and love her Brooklyn school-based setting, serving a wide variety of ages from preschool through fifth grade. She finds the collaborative aspect in the school setting to be extremely rewarding, and has always placed emphasis on a team approach for carryover and consistency.

Connect:

Website: https://thetypebslp.com/
Instagram: https://www.instagram.com/the.type.b.slp/
Amazon: https://www.amazon.com/shop/the.type.b.slp

https://www.theinformedslp.com/review/push-in-services-how-to-collaborate
link to direct study/review: https://link.springer.com/article/10.1007/s10643-023-01619-z reference: Caswell, T., Dickson-Prokopchak, J. & Natali, C. A Shared Adapted Storybook Reading Collaborative with SLPs and Preschool Teachers. Early Childhood Educ J 53, 741–757 (2025). https://doi.org/10.1007/s10643-023-01619-z
Armstrong, R., Schimke, E., Mathew, A., & Scarinci, N. (2023). Interprofessional practice between Speech-language pathologists and classroom teachers: A mixed-methods systematic review. Language, Speech, and Hearing Services in Schools. https://doi.org/10.1044/2023_lshss-22-00168 [open access]
Carlin, C. H. (2022). Speech-language pathologists’ and principals’ perceptions of classroom-based services: Similar or different? Perspectives of the ASHA Special Interest Groups. https://doi.org/10.1044/2022_persp-21-00275 [available to ASHA SIG members]
DeLuca, T., Komesidou, R., Pelletier, R., & Hogan, T. (2023). What works in collaboration? Identifying key ingredients to improve service delivery in schools. Language, Speech, and Hearing Services in Schools. https://doi.org/10.1044/2023_LSHSS-22-00180 [available to ASHA members]
Murphy, M. R., & Christle, C. A. (2022). Co-teaching for students with learning disabilities: One middle school’s journey. Preventing School Failure: Alternative Education for Children and Youth. https://doi.org/10.1080/1045988x.2022.2138250
Pfeiffer, D. L., Feuerstein, J., & Landa, R. J. (2023). Speech-language pathologists’ perceptions of language and literacy instruction for pre-K children with developmental language disorder. Language, Speech, and Hearing Services in Schools. https://doi.org/10.1044/2023_lshss-23-00002 [available to ASHA members]
Sembiante, S. F., Bengochea, A., & Gort, M. (2022). Morning circle as a community of practice: Co-teachers’ transmodality in a dual language bilingual education preschool classroom. Journal of Early Childhood Literacy. https://doi.org/10.1177/14687984221144232 [open access]

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