Rethinking Motor Speech Intervention: Embracing Neurodiversity with the MIND-AP Framework

As rehabilitation professionals, Education Resources, Inc. embraces multidisciplinary collaboration in service of improved client outcomes. Laura Strenk’s guest blog speaks to speech language professionals, and to occupational and physical therapy providers because of the universal need and drive to communicate effectively. Take a read, share with colleagues, and see below for more multidisciplinary pediatric continuing education.   

Laura StrenkGuest Blog By Laura Strenk, MS, CCC-SLP 

As a clinician who has always had strong clinical interests in both Childhood Apraxia of Speech (CAS) and child-led therapy, I cannot count the number of times I have sat in continuing education courses on CAS feeling confused about how to apply what I have learned in a way that is efficacious while still consistent with my values and individual treatment style. Traditional motor speech therapy is typically very stringent in terms of (1) intensity, requiring long, drill-based sessions with high repetition, (2) target selection, with some programs requiring use of flashcards or nonsense words, and (3) cueing, with some programs requiring focus on the clinician’s face or touch input to the articulators. As a speech-language pathologist (SLP) at a DIR-Accredited outpatient clinic serving mostly autistic children, these features of motor speech therapy did not seem to fit neatly into my treatment toolbox, as they were created for allistic children. As a result, I found myself modifying what I was learning and then wondering if my use of these modified treatment approaches was “enough.”      

Currently, research shows that up to 65% of autistic children may have CAS (Tierney, Mayes, Lohs, Black, Gisin, et al., 2015). Additionally, SLPs report suspecting CAS in 1 of 6 autistic children on their caseloads (Dawson, 2010). For these reasons, it is vital that we re-think motor speech intervention utilizing the broader principles of Neurodiversity-Affirming practice. The field of speech-language therapy is always evolving, and it is crucial that our practices evolve with it, particularly when working with neurodivergent individuals. That is why I am so excited to share a new framework that takes this need for change into account: the Motor Speech Intervention for Neurodiversity Affirming Practices (MIND-AP) Framework, developed by Moore, Boyle, and Namasivayam (2024). 

The MIND-AP Framework encourages the use of connection-based, child-centered practice in which intervention progresses from core levels to higher levels, with maintenance of each level as one progresses higher and higher. The three levels of the MIND-AP Framework are:  

Level 1 (Foundational Skills): Body Autonomy and Self-Regulation  

This level highlights the importance of ensuring that clients feel a sense of autonomy over their own bodies and achieve sensory regulation prior to targeting language or motor speech skills. Strategies for honoring bodily autonomy may include: asking permission/receiving consent, providing advanced warning, providing rationale for actions, opting for hand-under-hand prompting if needed (vs. hand-over-hand), and honoring all forms of communication. These strategies are of the utmost importance when providing any sort of touch input to aid with motor planning, in particular. Strategies for addressing sensory regulation may include: integrating sensory motor activities into therapy sessions, providing consistent access to sensory supports, adjusting touch cues to match the preferences of each individual (e.g, selecting firm vs. light touch), and tuning into a client’s regulation moment-to-moment.  

Level 2: Language and Communication 

This level emphasizes the communication differences present in autistic individuals and how these differences can be utilized to support language and overall communication within motor speech practice. In order to support language and communication, clinicians should provide strengths-based therapy, respect communication preferences, and help establish a meaningful lexicon. In order to support these areas, clinicians should use special interests and consider daily activities. Additionally, it is important to offer and model Alternative and Augmentative Communication (AAC) within therapy sessions, respecting each child’s communication choices.   

Level 3: Motor Speech intervention  

This level focuses on how to modify traditional motor speech strategies to be more affirming. These changes may include the following:  

  • Balancing demands (e.g., decreasing dosage based on the impact a high number of trials may have on regulation)  
  • Utilizing motivating activities  
  • Providing alternatives to watching the clinician’s mouth (e.g., mirrors, videos, pictures, having the clinician wear sunglasses)  
  • Utilizing comfortable, preferred sensory input when providing multisensory input  
  • Providing increased processing time and presuming competence 
  • Balancing feedback (e.g., decreasing auditory feedback based on impact on regulation)  

This framework is the first of its kind, as it marries traditional motor speech intervention with Neurodiversity Affirming principles. By utilizing this framework, SLPs can more confidently provide high quality motor speech intervention in ways that affirm and support their neurodivergent clients.    

Laura Strenk, MS, CCC-SLP is a pediatric speech-language pathologist who has built a career committed to providing children from diverse backgrounds and with a wide range of communication differences access to the most current and effective evidence-based practices. Laura’s passions lie in the areas of autism, neurodiversity-affirming care, apraxia of speech, and literacy. In addition to providing treatment in a private, outpatient clinic for children from ages 1-16+, Laura serves as her clinic’s Program Development Coordinator, allowing her to support the growth and development of a variety of programs, including student programming (including internships, fieldwork placements, etc.) and clinical/advocacy programs (including social clubs, DEI committees, etc.). Through this position, Laura developed a love for educating others, which led her to an Adjunct Teaching position within UNC-Chapel Hill’s Division of Speech and Hearing Sciences, where she taught a Pediatric Speech-Sound Disorders course to first-year graduate students. 

Citations:  

  1. Moore J, Boyle J, Namasivayam AK (2024) Neurodiversity-Affirming Motor Speech Intervention for Autistic Individuals with Co-Existing Childhood Apraxia of Speech: A Tutorial. Int J Autism & Relat Disabil 7: 168. https://doi.org/10.29011/2642-3227.100068 
  2. Dawson EJ (2010) Current assessment and treatment practices for children with autism and suspected childhood apraxia of speech: A survey of speech-language pathologists. Doctoral Thesis, Portland State University, Portland, Oregon. 
  3. Tierney C, Mayes S, Lohs SR, Black A, Gisin E, et al. (2015) How Valid Is the Checklist for Autism Spectrum Disorder When a Child Has Apraxia of Speech? J Dev Behav Pediatr 36: 569-574.  
     

Upcoming ERI Courses related to autism for PTs, OTs, and SLPs: 

November brings together all the related service disciplines at our Live Virtual Conference!   

Therapies in the School Conference – November 20 and 21.  

Check out Tanna Neufeld Tanna Neufeld’s Plenary Session on Day One:  
 From Movement to Meaning: Creating Connection  
 and Communication with Complex Communicators   
 Tanna Neufeld, CCC-SLP 

Looking for more from Lauren Strenk? Check out her on-demand Birth-to-Three Conference sessions 

Honoring International Neonatal Therapy Week PLUS A Special Offer!

Neonatal therapy NICU NANT

Celebrating International Neonatal Therapy Week

September 21 – 27, 2025 marks the beginning of International Neonatal Therapy Week (INTW), a special time to recognize and celebrate the incredible work of neonatal occupational therapists (OTs), physical therapists (PTs), and speech-language pathologists (SLPs) who bring expert care and compassion to the NICU.

INTW was established by the National Association of Neonatal Therapists (NANT) to shine a light on the professionals who dedicate their careers to supporting the tiniest and most vulnerable patients. These therapists play a vital role in shaping lifelong outcomes for infants and their families.

Supporting Your Growth

As proud partners of NANT, we understand the deep emotional connection neonatal therapists have to their work and their drive to continually grow. That’s why ERI offers a wide range of continuing education courses designed specifically for NICU professionals, led by expert faculty who are leaders in the field.

🎉 Special INTW Offer: $50 Off NICU Courses

To celebrate INTW, we’re offering $50 off any NICU-related course—whether it’s a live webinar, in-person event, or on-demand session.

  • Use code: INTW2025 at checkout
  • Valid through: September 27, 2025
  • Courses: Browse our NICU courses
  • Note: Cannot be combined with other offers

International neonatal therapy weekA Heartfelt Thank You

To all the neonatal therapists around the world – thank you. Your commitment, skill, and heart transform lives every single day. Your work in the NICU creates a ripple effect of healing and hope that lasts a lifetime and we’re honored to celebrate you this week and always. 

NICU Courses That Make a Difference

Our NICU continuing education courses are designed to deliver evidence-based strategies and practical tools that you can apply immediately in your practice. Plus, the CEU hours count toward the 40 hours of education required for certification by the Neonatal Therapy National Certification Board (NTNCB).

Ready to Learn and Grow?

Reconnect with your purpose and elevate your practice through our NICU-focused education. Explore our NICU course offerings and take the next step in your professional development!

📞 Questions? Call us at 800-487-6530
📧 Or email at info@educationresourcesinc.com

Balance Awareness Week: September 14-20, 2025

Balance Awareness Week is a campaign dedicated to raising awareness about balance loss, vertigo, dizziness, and other vestibular conditions. Adult vestibular disorders are typically under diagnosed and undertreated. An estimated 35.4% of U.S. adults aged 40 years and older (109 million Americans) experience vestibular dysfunction at some point in their lives. From September 14–20, 2025, we shine a spotlight on these often invisible and misunderstood disorders that affect millions of people.

What are the typical symptoms of vestibular disorders?

  • Dizziness: a sensation of lightheadedness, faintness, or unsteadiness
  • Vertigo: the perception of movement of the self or surrounding objects and has a rotational, spinning component
  • Disequilibrium: unsteadiness and imbalance that is often accompanied by spatial disorientation

What Is Balance Awareness Week?
Launched in 1997 by the Vestibular Disorders Association (VeDA), Balance Awareness Week aims to bring visibility to balance disorders that are often hidden from view. These conditions may not be outwardly apparent, but they deeply impact the lives of those affected. While many vestibular disorders are chronic and incurable, knowledge and support can make a world of difference.

ERI Supports Vestibular Education
Education Resources, Inc. is proud to offer a range of vestibular rehabilitation courses to support continuing education. Upcoming courses include:

Vestibular Rehabilitation:
Evaluation and Management of Individuals with Dizziness and Balance Disorders
LIVE WEBINAR
September 20, 2025                 Faculty: Richard Clendaniel

Management of Persistent Post Concussive Symptoms:
What’s the Latest Evidence?
LIVE WEBINAR
October 17, 2025                        Faculty: Christina Finn

Vestibular Rehabilitation:
Evaluation and Management of Individuals with Dizziness and Balance Disorders
IN-PERSON-Everett, WA
October 18, 2025                        Faculty: Richard Clendaniel

Limb Loss/Amputee Rehabilitation:
Evidence-Based Strategies Across the Continuum of Care
LIVE WEBINAR
November 1, 2025                      Faculty: Inger Brueckner

Leading-Edge Approaches for Concussion and Mild TBI Management: Applications for Comprehensive Assessment and Treatment
LIVE WEBINAR
December 4, 2025                     Faculty: Danit Macklin

For a full list of our vestibular courses, including our on-demand courses, visit our website:

EducationResourcesInc.com

Physical Therapists Are Transforming Emergency Department Care

Physical therapists are transforming emergency care. Over the past decade, physical therapists have become increasingly vital members of emergency department teams. In the busy ED environment, PTs offer expertise in musculoskeletal evaluation and early mobilization allows for more accurate diagnoses, faster treatment, and reduced reliance on imaging and medications. Furthermore, by integrating PTs into emergency care, hospitals can improve patient flow, reduce unnecessary admissions, and provide more personalized, nonpharmacological pain management—especially important in addressing chronic pain and combating opioid overuse.

At Education Resources, Inc., we support this growing field by offering emergency room and acute care continuing education courses for physical therapists. In fact, through ERI’s live webinars and on-demand video library, PTs can gain the skills and confidence needed to thrive in fast-paced emergency settings. Overall, whether you’re looking to start an ED PT program or strengthen an existing one, our training resources are designed to help physical therapists deliver high-quality, evidence-based care that meets the needs of diverse patient populations.

$2,376 saved per patient. Increased satisfaction in emergency department care. 25% decrease in pain with physical therapy interventions as compared to medication. 23% reduction in repeat emergency department visits for the same issue.

Physical therapists in the emergency department improve patient costs, satisfaction, and outcomes while reducing the need for pain medications and repeat emergency visits for the same issue.

How PTs Are Transforming Emergency Care

🏥 Emergency Department Efficiency

·   2 hours saved on average when PTs are consulted vs. ED physicians alone

·   Decreased wait times

·   Improved patient throughput

·   Shorter length of stay

🛏️ Hospital Admissions & Readmissions

·   Earlier discharge

·   Avoidance of unnecessary admissions

·   Lower return rates to ED within one year

😊 Patient Satisfaction

·   Higher satisfaction rates with PT care

·   Decreased total time in ED and increased contact time 

Education Resources, Inc. Courses in Emergency and Acute Care

Effective Physical Therapist Management of Patients in the Emergency Setting: Differential Diagnosis, Intervention, and Inter-Professional Collaboration
Michael Lebec, PhD, PT

On-Demand Course
Learn to distinguish sources of pathology, conduct an efficient physical exam, and administer interventions even when limited to one or few episodes of care.

ICU and Acute Care Update
Chris Wells PT, Ph.D., CCS, ATC 

Live Webinar November 1 and 2, 2025
Adults experiencing cardiovascular and pulmonary critical illness in ICU or acute care settings experience limitations and deterioration of function for many typical and daily activities. Early mobility and physical activity can lead to an increase in functional capacity and improve quality of life for these patients.

Acutely Adorable: Pediatric Therapeutic Interventions in Acute Care and Beyond
Siobhan O’Donnell PT, DPT, PCS

Live Webinar starting October 9, 2025 – Four sessions
Live Webinar starting January 14, 2026 – Four sessions
Live Webinar starting October 1, 2026 – Four sessions
Pediatric acute care therapy for children and adolescents with pediatric neurological, cardiovascular, pulmonary, gastrointestinal and orthopedic disorders, as well as oncology, burns, and hematology.

Collaborative Dementia Care: Integrating Person-Centered Strategies for Positive Outcomes
Robyn Ligotti, PT, DPT

On-Demand Course
Therapists in ED and urgent care settings must recognize and be comfortable altering communication and intervention strategies when someone with dementia is under their care. Learn effective strategies for communicating, educating, and treating persons living with dementia, along with caregiver collaboration to reduce further complications.

Vestibular Rehabilitation: Evaluation and Management of Individuals with Dizziness and Balance Disorders
Richard Clendaniel, PT, PhD, FAPTA

Live Webinar starting September 20, 2025 – Two sessions
In-person starting October 18, 2025 in Seattle, WA – Two sessions
Learn to assess and treat patients with vertigo and disequilibrium from vestibular causes. The information presented in this course is applicable to a large patient population including geriatric patients and individuals with CNS lesions such as multiple sclerosis, CVA, and head injuries. Specific emphasis will be placed on the assessment and treatment of unilateral and bilateral vestibular hypofunction, benign paroxysmal positioning vertigo, central vestibular disorders, and multisensory dizziness.

Vestibular Rehabilitation: Advanced
Richard Clendaniel, PT, PhD, FAPTA

Live Webinar starting December 6, 2025 – Two sessions
The course will focus on the assessment and treatment of patients with vertigo and dysequilibrium from unusual vestibular causes. The course is designed for clinicians (PT & OT) with prior vestibular rehabilitation course work and clinical experience.

References:
Hanelt, K. (2025). A Critical Addition: Embedding PTs into Emergency Departments APTA Magazine,17 (5), 24-32. 

Calling All School-Based Therapists: Scholarship Opportunity Below!

scholarship therapist

Do you know of someone who deserves recognition? A rising star new to the schools or a seasoned standout in school-based therapy? We want to hear about their hard work and innovative ideas! We will be honoring two therapists and awarding both with a scholarship of free tuition to this years’ 26th Annual Therapies in the School Conference.

🌟 Empowering New School-Based Therapists: Nominate A Rising Star

Are you, or someone you know, a therapist just beginning their journey in the school setting? As in past years, we’re excited to offer a scholarship of free tuition designed to support a therapist who is new to school-based practice and shows promise in making a meaningful impact. This award aims to help a new therapist grow into a leader who will help to shape the future of school-based therapy.

This nominee should have a strong potential to meet student needs and collaboratively engage with colleagues, parents, and other providers. Whether you’re nominating yourself or a colleague (or both!), we want to hear about individuals who embody the heart of this work.

📝 Nomination Criteria:

  • The nominee must be an occupational therapist, physical therapist, speech language pathologist, or OT/PT/SLP assistant.
  • The nominee must currently practice therapy in the school setting.
  • The nominee must demonstrate the core values of collaboration, integrity, and a passion for improving the lives of children.

📅 Deadline to Apply: Friday, September 19, 2025

📚 Honoring Excellence in School-Based Therapy: Nominate A Master Clinician

Every school has that one therapist – the quiet force who leads with heart, lifts others through mentorship and transforms student lives through skillful, compassionate care. As in past years, we’re thrilled to be able to shine a spotlight on this unsung hero and recognize their impressive achievements with a scholarship of free tuition. 

The award celebrates a standout therapist who exemplifies leadership, innovation and collaboration in the school setting. Whether they’re pioneering new approaches, mentoring peers, or meeting students needs in evidence-based, creative and collaborative ways, this award honors those who go above and beyond to make a difference and improve the outcomes of their students. 

Whether you’re nominating yourself or a colleague (or both!), we want to hear about individuals who inspire us and remind us why we do this work. 

📝 Nomination Criteria:
  • The nominee must be an occupational therapist, physical therapist, speech language pathologist, or OT/PT/SLP assistant.
  • The nominee must currently practice therapy in the school setting.
  • The nominee must demonstrate the core values of collaboration, leadership, integrity and a passion for improving the lives of children.

📅 Deadline to Apply: Friday, September 19, 2025

The award recipients will be notified in October and honored at the Annual Therapies in the School Conference  – November 20 and 21, 2025. Thank you for taking the time to nominate and recognize those who uplift and inspire us. We can’t wait to read all about them!