The Informed SLP, 5251 W 116th Place, Suite 200, Leawood, KS (2026)

02/26/2026

Those of us who work with infants may have heard of the Supplemental Nursing System (SNS), but are we giving it the attention it deserves? Yes, it’s a bit fiddly. But Gozen et al.'s new study reveals that we may be seriously underestimating its value as an intervention.

Check out our research review “Sip happens: Using SNS to help NICU babies master oral feeding” to learn more about this underutilized system. Find it at https://theinformedslp.com/review/Sip-Happens-Using-SNS-to-help-NICU-babies-master-oral-feeding

Then hop to the comments to let us know your experiences with SNS as a therapeutic intervention. We really want to know!

The research: https://doi.org/10.1044/2025_ajslp-25-00027

[Visual description: Cartoon image of two caregivers sitting side-by-side in a hospital setting, each comfortably feeding a baby. On the left, a caregiver bottle-feeds an infant while a thought bubble from the baby reads, “Fascinating! So many ways to get fed!” On the right, another caregiver breastfeeds using a Supplemental Nursing System (SNS)—a thin tube delivers milk while the baby nurses at the breast. Image text reads, "Could an SNS be that baby’s ‘breast’ friend? When it comes to feeding intervention, don’t forget Supplemental Nursing Systems!”]

02/25/2026

When you refer your team for a group membership, everyone wins!

You and your coworkers get instant access to research reviews, clinical tools, and unlimited CEUs—and you get a referral bonus as a thank you.

Find everything you need to get the conversation started here: https://www.theinformedslp.com/groups/share

[Visual description: Image text reads: "Be the person who brought TISLP to the office. Refer your team for a group membership. When they join, you get a referral bonus." Below the text is an illustration of a speech-language pathologist sitting at a desk with a laptop, drinking coffee, and sending an email.]

02/23/2026

Make 2026 the year you trade the December CE scramble for a manageable monthly habit.

The CE Challenge is designed to help you stay current with the latest research—one step at a time. It’s an easy way to earn credit for the research you’re already using to help your patients.

Plus, staying on track enters you to win our quarterly prize drawings (because a new MacBook is way better than a PDF certificate).

If you’re a TISLP member, this challenge is already included in your membership. Just opt in here: https://theinformedslp.ac-page.com/challenge

[Visual description: Image text reads, "A quick reminder about our 2026 CHALLENGE. Your future self (the one enjoying December break) will thank you. How to join the CHALLENGE. Opt in: Enter your email at the link in bio. Earn: Complete 60 minutes of CE credit with us each month. Track: We’ll send you monthly progress updates and reminders. Win: Stay on track to enter our prize drawings automatically. Our quarterly prizes: EARN 3 HOURS BY MAR 31ST, April Draw, Book of the Month Club & Good Store Awesome Socks Club Subscriptions. EARN 6 HOURS BY JULY 31ST, August Draw, Bose Noise-Cancelling Headphones & Spotify Subscription. EARN 10 HOURS BY NOV 30TH, December Draw, Choice of a MacBook Air, an E-bike, or a 2-Night Getaway. Make this year's EBP easy and (dare we say) fun. Link in bio to join the 2026 CE Challenge (included with your TISLP membership). Not a member yet? There's no better time than now!]

02/18/2026

Remember grad school neuro class when you learned that the cerebellum was just about motor control? “Cerebellum = motor control = ataxic dysarthria!” Got it!

Turns out, our little brain does way more than that…

Recent research reveals that people with cerebellar damage may also experience a range of cognitive-communication changes, collectively referred to as Cerebellar Cognitive Affective Syndrome (CCAS).

Picture this: you’re out with a group of friends at a noisy restaurant and miss a few words here and there. Did you know that your cerebellum helps to fill the gaps and predict what you missed!?

Check out our review, ‘Appreciating the full power of our little brain,’ to learn how to spot CCAS and what to do about it. Find it at https://www.theinformedslp.com/review/Cerebellum-and-cognition-Appreciating-the-full-power-of-our-little-brain

The research:
https://doi.org/10.1093/brain/awx317
https://doi.org/10.1162/nol_e_00152

[Visual description: Cartoon image of superhero characters with large brain-shaped heads in action poses, while a small cerebellum character waves from the background. Image text reads, "Assessing Cognition? Don't leave the cerebellum out!"]

02/16/2026

Those of us who work with kids with Down syndrome may be familiar with the cycle of frustration they can experience when their skills are underestimated because of unintelligibility or weaknesses in morphosyntax. Thankfully, Kent-Wash and team (2025) may have found new ways help break that cycle.

Our research review “It’s an AAC grammar glow up” discusses their recent study investigating the use of high-tech AAC within intensive generative language therapy. We review its therapist- and parent-directed intervention strategies, the customized AAC device displays they used, and their impressive results.

Check it out at https://www.theinformedslp.com/review/Its-an-AAC-grammar-glow-up and learn why integrating high-tech AAC in our intervention for kids with Down syndrome shouldn’t even be a question.

The research: https://doi.org/10.1044/2025_lshss-24-00117

[Visual description: Image text reads, "High-tech AAC for kids with Down syndrome? Absolutely. Yes, even if we expect speech to improve."]

02/13/2026

While there isn't a simple "Yes/No" answer to that question (yet), pediatric SLPs can best educate parents about the benefits of EI for stuttering when we know what the experts are saying.⁠
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Read our research review “Does early intervention for stuttering really work?” for highlights from Edwards et al.'s passionate, yet respectful discussion among stuttering clinicians and researchers about what we know about stuttering in preschoolers…and what we don’t. ⁠Find it at https://www.theinformedslp.com/review/Does-early-intervention-for-stuttering-really-work
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The research: https://doi.org/10.1080/17549507.2024.2371870

[Visual description: Image text reads, “Early intervention for stuttering: Is it worth it? The experts have a lot to say, and we get to listen in. Join us! YES! Experts agree that early intervention for stuttering is recommended. But they don’t all agree on... Which programs and strategies are best to use. What our primary focus should be (eliminating stuttering or just reducing its negative effects). And they’re still researching... Whether EI works quicker than natural maturation. How we should measure stuttering’s impact. If EI can actually reduce covert stuttering or avoidance behaviors. Check out our review to find: 5 clinical takeaways from the discussion to elevate your stuttering practice, 8 clinical resources for evidence-based diagnosis and therapy strategies, and 8 minutes of CE credit. Keeping up with discussions like these is critical to our EBP. Join in at www.theinformedslp.com.”]

02/11/2026

If there's one practice in dysphagia management that has earned a less-than-stellar reputation in the last decade, it's cervical auscultation. But Bergström et al.'s newly published training protocol (audio samples included!) is giving us reason to reconsider its utility during a CSE.

Head to https://www.theinformedslp.com/review/Do-you-hear-what-I-hear-During-cervical-auscultation now to learn more!

The research: https://doi.org/10.1186/s13104-025-07509-4

[Visual description: Cartoon image of a speech-language pathologist releasing a stethoscope from jail, saying, “You’re out on good behavior.” Image text reads, "Time to let the stethoscope out of SLP jail?"]

02/09/2026

You know how organizing is second nature to some SLPs, while others can feel like we…missed that class? This review is for those of us who could use a boost in the organizing department, especially when it comes to our vocabulary instruction strategies. ⁠
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Any SLP may appreciate Beach and team’s (2025) system, which we discuss in our research review “New year, new ways to organize your vocabulary instruction.” Check it out at https://www.theinformedslp.com/review/New-year-new-ways-to-organize-your-vocabulary-instruction, share your thoughts, and (please!) drop us any other no-fail therapy material organizing tips you’ve got!
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The research: https://doi.org/10.1177/09388982251392905

[Visual description: Image text reads, "Vocabulary instruction gets easier when we’re organized. Let’s start by sorting our strategies into 3 types. Read on! 1. The Semantic Approach. Explicit instruction focused on target word meanings and morphological structures. The gold standard for most of us. 2. The Mnemonic Approach. Brief instruction using strategies to promote memorization and word recall. We’ll call this one “vintage.” 3. The Strategic Approach. Teaching students to independently discern the meanings of new words they find “in the wild.” A new(er) kid on the block. Check out our research review to learn: Methods and target selection tips to use for each approach, Info about why each approach works (and for which students), Elements to consider when selecting your approach(es). Then head to the comments and tell us... Which approach(es) do you use most? And why? What could you add to this system? Are you Team Label Maker or... (Wait, is there another team?). Individualizing language therapy doesn’t have to get messy. Visit us at our link in our to learn more."]

02/06/2026

A tiny shift in how kids (and caregivers) talk can have major implications for language skills.⁠
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Contextualized language= talking about the here and now.⁠
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Decontextualized language= talking about the there & then (reminiscing, planning, explaining, discussing abstract concepts, or playing pretend)⁠
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In our new review, "Yesterday, tomorrow, and pretend" you'll learn:⁠
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- Why decontextualized language is so powerful⁠
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- Developmental norms around decontextualized language⁠
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- A framework for determining how sophisticated a child's language is⁠
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- Concrete ways to help caregivers use it more often⁠
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Check it out at https://www.theinformedslp.com/review/Yesterday-tomorrow-and-pretend
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The research: https://doi.org/10.1016/j.dr.2025.101217⁠
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[Visual description: Image text reads, "One early language skill predicts academics at age 12... And we barely talk about it! Decontextualized language: Talking about the past, future, or pretend. Decontextualized language supports: Vocabulary, Syntax, Narrative skills, Cognitive skills, Socioemotional understanding. Learn how to assess, support, and monitor decontextualized language. Find the review at the link in our caption."]

02/04/2026

In honor of Feeding Tube Awareness Week, we’re highlighting SIX research reviews that inform better support for tube-fed clients.

Share this post with an SLP who works with tube-fed clients—or visit https://www.theinformedslp.com/reviews?topic=Feeding to dig into the evidence.

[Visual description: Image text reads, "Supporting tube-fed clients starts with evidence, not assumptions. It’s Feeding Tube Awareness Week! Swipe for research reviews every SLP should know about. Read the review: Navigating the nasogastric: What is the impact of prolonged nasogastric feeding on children? To learn about: The evidence you need to advocate for tube-fed clients and other ways you can support them and their caregivers. Read the review: What’s new with tubes. To get: Updates on pediatric enteral feeding, including the (lack of) association with aspiration in infancy, the latest on blended tube feeds, and two approaches to tube weaning. Read the review: The PEG life chooses you to learn about: The many complex factors to consider in placing a gastrostomy tube, ranging from the child’s quality of life through to increased risk of severe respiratory illness. Read the review: Tube weaning—a HEFTy solution for a hefty problem to learn about how multidisciplinary follow-up teams can help infants wean quickly and safely when discharged from the NICU with a tube feed. Read the review: Be PEGpared! Supporting parents of children who are tube-fed to learn about four tools that we can use to alleviate challenges faced by the caretakers of children who are tube-fed. Read the review Using responsive feeding for tube weaning to learn more about responsive feeding principles and their role in tube weaning. Ready to dig in? Visit our link in the caption to explore the evidence for tube-fed clients. Happy Feeding Tube Awareness Week!"]

02/02/2026

It’s been a difficult month for many of us here at TISLP and we know it may have been tough for some of you, too. Know that we are here, working for you and in solidarity with you. We feel confident there’s something for everyone in our February review drop, and we hope it finds you safe and strong.

Read the latest in EBP for SLPs at www.TheInformedSLP.com/reviews.

[Visual description: Image text reads, "Our February research review issue is here, and it’s a big one. We're proud of what we've compiled for you. Swipe for highlights! Adult SLPs, look out for the latest on these topics: Cervical auscultation, virtual reality for neuro rehab, preoperative care for patients with benign VF lesions, leveling up naming therapy for people with aphasia, hearing loss and dementia. Pediatric and School SLPs, buckle up for tons of info on: Responsive feeding strategies for tube weaning, early intervention for stuttering, SNS in the NICU, prelinguistic language profiles, organizing vocabulary instruction, prelinguistic language profiles, high quality literacy apps, cleft palate (a bit of everything). And our reviews on these subjects are for everybody: Cerebellar damage and social skills, AAC for language intervention in people with Down syndrome, preferred language around dyslexia, stuttering in the age of social media. In tough times, showing up well for our clients is part of what we SLPs can do for our communities. And we hope our work helps you do yours. Let's do it together. Visit us at www.TheInformedSLP.com."]

01/28/2026

We know behavior and communication are closely linked, but a new study helps explain the link between specific language skills and emotional-behavioral challenges. (Spoiler: it's one of those catch 22 situations!)

Head to https://www.theinformedslp.com/review/Language-and-behavior-grow-together to read our research review, "Language and behavior grow together," for the details-- like why receptive language may be especially worth monitoring, plus how you can support kids' emotional development while targeting language goals.

The research: https://doi.org/10.1111/1471-3802.70030

[Visual description: Image text reads, "What's causing what?" Graphic of two curved yellow arrows forming a circular loop. Along the circle, white text reads “Language difficulties” and “Behavior challenges,” visually illustrating the cycle between the two.]

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