De Facto Leaders

Dr. Karen Dudek-Brannan
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On the De Facto Leaders podcast, host Dr. Karen Dudek-Brannan helps pediatric therapists and educators become better leaders, so they can make a bigger impact with their services. With over 15 years of experience supporting school-age kids with diverse learning needs, Dr. Karen shares up-to-date evidence-based practices, her own experiences and guest interviews designed to help clinicians, teachers, and aspiring school leaders feel more confident in the way they serve their students and clients. She’ll cover a range of topics designed to help you support students' emotional and academic growth and set kids up for success in adulthood, including how to support language, literacy, executive functioning, and how to help IEP teams working together to support kids across the day. Whether you want to learn more effective strategies for your therapy session or classroom, be a more influential leader on your team, or find creative ways to use your skills to advance in your career, Dr. Karen has you covered.

  1. 4D AGO

    Goals and Accommodations for Executive Functioning

    In this episode, we dive into the often-overlooked art of writing clear, measurable goals for executive functioning.  Unlike other academic or functional goals, executive functioning focuses on internal processes—making it harder to quantify and observe.  Whether you're a teacher, therapist, or part of a school team, this episode will give you actionable tools to create meaningful IEP and therapy plan goals that truly support student growth. What You’ll Learn in This Episode: ✔️ Why executive functioning is all about the process—and why that’s tricky for traditional SMART goals. ✔️ Examples of goal formats that keep things simple, specific, and actionable. ✔️ How to differentiate between goals that focus on behavior versus those emphasizing strategies. ✔️ A sample list of accommodations to support executive functioning without over-accommodating. ✔️ Tips to ensure students build independence with their accommodations over time. 📝Goals and Accommodations for Executive Functioning Blog post: https://drkarenspeech.com/goals-and-accommodations-for-executive-functioning/ 👂EP 178: Are we allowed to say “dyslexia” in the schools (with Tom Parton): https://drkarendudekbrannan.com/ep-178-are-we-allowed-to-say-dyslexia-in-the-schools-with-tom-parton/ 🎓 School of Clinical Leadership Program (A comprehensive course for service providers who want to lead their teams in supporting students socially, emotionally, and academically.): https://drkarendudekbrannan.com/clinicalleadership Key Takeaways: Writing effective executive functioning goals starts with a clear understanding of the behaviors and processes you’re targeting. The goal format “Given (cue/strategy), student will (behavior) with (accuracy/unit of measurement)” simplifies complex ideas into meaningful goals. Accommodations should empower students and build skills—not create over-reliance.

    34 min

  2. APR 2

    FAQs: Task-based goals vs. strategy goals, scaffolding for semantics and syntax, and going from decontextualized to contextualized

    This session is a Q & A I did in the Language Therapy Advance Foundations member’s group relating to how to support students through semantic study and working on complex syntax.  I addressed the following FAQs: “How do I help students who struggle to define and describe words without making them prompt-dependent?” “How do I make semantic study more contextualized?” “What’s the difference between a “task-based” goal and a “strategy-based” goal, and which type of goal should I be using for language and executive functioning?” I also provide examples of goals for observable behaviors vs. goals that focus on the process of getting to that behavior or end output.  Highlights of this session include: ✅Using the explicit instruction framework: “I do, we do, you do.” ✅Using pauses, reflective questions, sentence starters, direct repetition, and declarative statements (hint: we should be using a blend of all these things.) ✅Where we SHOULD use explicit, repetitive, “decontextualized” tasks in therapy for purposes of cognitive priming.  ✅Why students need a blend of structured and unstructured tasks (from decontextualized to contextualized).  This session came from a Q & A I did in Language Therapy Advance Foundations, my program that helps SLPs create a system for language therapy. You can learn more about Language Therapy Advance Foundations here: https://drkarenspeech.com/languagetherapy/  The following resources were mentioned in this session: The Explicit Instruction Framework by Anita Archer and Charles Hughes: https://explicitinstruction.org/ This video on scaffolding sentence combining for younger students: https://youtu.be/LDLYlZgqpQU The strategy-based goals for executive functioning came from information from the School of Clinical Leadership, my program that helps related service providers put executive functioning intervention in place. You can learn more about the School of Clinical Leadership here: https://drkarendudekbrannan.com/clinicalleadership

    1 hr

  3. MAR 26

    Making professional development and programming goals meaningful (with John Mihalyo)

    Having someone observe your therapy room or classroom can feel awkward; whether it’s your boss doing your evaluation, or whether it’s a special service provider who’s supporting students in your class. When I’ve talked with administrators and service providers about classroom observations, they say it can be a learning curve for the person coming into the classroom as well.  Yet having another set of eyes on your students can often be a valuable learning experience for both the person observing and the person being observed.  That’s why I invited John Mihalyo to the De Facto Leaders Podcast to talk about how school leaders can turn observations into meaningful learning experiences instead of an obligation.  We also talk about what it takes to start new programs and initiatives, and how to take a proactive approach when it comes to marketing and communication.  John Mihalyo is a highly accomplished education professional and the visionary founder of Elementary Advancement Solutions, a leading educational consulting company dedicated to empowering Catholic and faith-based school leaders. With a robust background encompassing over two decades of experience as an administrator and 15 years as a Catholic school principal, John Mihalyo has honed his expertise in addressing the multifaceted challenges encountered by educational leaders. John is also the host of the Catholic School Leaders podcast on the BE podcast network.  In this conversation, we discuss: ✅Why good school leaders visit classrooms before the official employee evaluation. ✅Why starting a new program in a school can be a 3-year process (or more). ✅The importance of marketing and communication (for both staff and community).  ✅The difference between running public, private, and faith-based schools.  You can listen to my interview on the Catholic School Leaders Podcast here: Navigating Executive Functioning to Support Student Growth with Dr. Karen Dudek-Brannan (Link here: https://cslp.bepodcast.network/episodes/navigating-executive-functioning-to-support-student-growth-with-dr-karen-dudek-brannan) Connect with John on LinkedIn here: https://www.linkedin.com/in/johnmihalyo/ Listen to the Catholic School Leaders Podcast here: https://cslp.bepodcast.network/ Learn more about Elementary Advancement Solutions here: https://elementaryadvancement.com/ In this episode, I mention the School of Clinical Leadership, my program that helps related service providers develop a strategic plan for putting executive functioning support in place in collaboration with their school teams. You can learn more about that program here: https://drkarendudekbrannan.com/clinicalleadership

    1h 5m

  4. MAR 19

    Failure to launch, screen addiction, and preparing kids for life after high school (with Michael McLeod)

    Many young adults enter their post-high school years without the executive functioning skills needed to thrive.  This is often because the people supporting them underestimate the amount of support they’re getting, and there’s no plan in place to fade that prompting.  When young adults enter college, they have to manage sleep hygiene, long-term projects, and manage screen time.  This is why I talk so much about using multiple service delivery models when supporting executive functioning; whether it be in the schools or in private practice; because many essential life skills cannot be taught without the right environmental scaffolding in place.   That’s why I invited Michael McLeod from GrowNOW therapy to talk about why he uses a combination of direct sessions, summer camps with community-based activities, parent coaching, and educator training.  Michael partnered and worked with The Focus Foundation in 2015, learning from incredible doctors, neuropsychologists, and various specialists – gaining in-depth training and experience with ADHD and Executive Function research and development. He currently specializes in ADHD, Executive Functioning, Social Executive Functioning, and Parent Coaching. From his experiences as an Executive Function Specialist, Michael developed a distinct model of Internal Skills Coaching to enhance these skills. Michael is a Keynote Speaker and has presented nationwide and internationally, training families and professionals on his unique GrowNOW Treatment Model for fostering Executive Functions & Resiliency. In this conversation, we discuss: ✅Do graduate programs prepare clinicians to work on executive functioning out in the field? ✅Frontloading vs. traditional social skills sessions. ✅Why helping families set boundaries around screen time is an essential part of the services clinicians offer. ✅Defining failure to launch and what it looks like in young adults. ✅Situational awareness and its impact on safety for college students.  You can connect with Michael at: GrowNOWADHD.com, here: http://grownowadhd.com/ GrowNOW Instagram, here: http://instagram.com/GrowNOWADHD GrowNOW School Trainings, here: https://www.grownowadhd.com/training/ ADHD Parenting Podcast, here: https://open.spotify.com/show/7xATyVhNZU3abIejNIggvD Listen to my previous conversations with Michael here: EP 008: Building accountability and motivation in kids with ADHD (with Mike McLeod), here: https://drkarendudekbrannan.com/ep-008-building-accountability-and-motivation-in-kids-with-adhd-with-mike-mcleod/ EP 009: Time management and device use boundaries in kids with ADHD (with Mike McLeod), here: https://drkarendudekbrannan.com/ep-009-time-management-and-device-use-boundaries-for-kids-with-adhd-with-mike-mcleod/ The following previous episodes were mentioned in this episode: EP 122: Executive functioning for college students: Beyond checklists and planners (with Jill Fahy), here: https://drkarendudekbrannan.com/ep-122-executive-functioning-for-college-students-beyond-checklists-and-planners-with-jill-fahy/ EP 193: Using Distance Learning to Increase Access and Opportunity (with Seth Fleischauer), here: https://drkarendudekbrannan.com/ep-193-using-distance-learning-to-increase-access-and-opportunity-with-seth-fleischauer/ In this episode, I mention the School of Clinical Leadership, my program that helps related service providers develop a strategic plan for putting executive functioning support in place in collaboration with their school teams. You can learn more about that program here: https://drkarendudekbrannan.com/clinicalleadership

    57 min

  5. MAR 12

    FAQs: What if my district is still promoting three-cueing?

    For episode 206 of De Facto Leaders, I share a Q & A session where I discuss Reading Recovery and cueing strategies for decoding, and I make some recommendations for additional information that will give you more information on this topic. I also share what you can do if you're in a district that uses Fountas and Pinnell reading levels, which often don't give detailed or consistent information about a kid's language skills.  You’ll also hear commentary on the Matthew Effect and vocabulary development.  Finally, I discuss the role of executive dysfunction and mental health, a guide I created that dives into this topic further, and what clinicians can do to support executive functioning in schools. This Q & A session was done in the member’s group for Language Therapy Advance Foundations, my program that helps SLPs build a system for language therapy. You can learn more about Language Therapy Advance Foundations here: https://drkarenspeech.com/languagetherapy Additional resources mentioned in this episode: You can find Angie Neal’s Presentation on Speechpathology.com about using a collaborative approach to language and literacy here (you need a paid subscription to access): https://www.speechpathology.com/slp-ceus/course/language-and-literacy-collaborative-approach-9342 You can listen to Sold a Story here: https://podcasts.apple.com/us/podcast/sold-a-story/id1649580473 You can download the Executive Functioning Implementation Guide here: https://drkarendudekbrannan.com/efguide

    39 min

  6. MAR 5

    Using the essential 5 to build vocabulary and syntax in secondary school (with Amy Baugh)

    Today I’m sharing an interview I did with Amy Baugh, a member of Language Therapy Advance Foundations.  Amy Baugh is an experienced SLP, a life-long learner and truly enjoys listening to podcasts, joining SLP groups on social media and collaborating with her besties about all things’ speech, language and being a business owner. She is the proud mother of two college aged daughters and enjoys learning and practicing functional health, working out, reading, and cooking. She is the owner of Elation Speech and Language Services. Link here: https://www.elationspeech.com/ When Amy took a position at a high school with a large caseload, she knew she needed a solid strategy for keeping intervention intensive, but also ensuring teachers and paraprofessionals had the information they needed to support students in class, which is what inspired her to join Language Therapy Advance Foundations.  When many clinicians come to me for support, they’re often focused on the “micro”, such as planning sessions. That’s why one of the first things I give clinicians I support is a framework clinicians can use for language therapy in direct intervention.  However, once clinicians have their heads above water and they have the mental bandwidth to focus on the “macro”, they realize what else is possible when it comes to the impact they can make, as well as career opportunities. In Amy’s case, it meant being able to focus on training teachers and paraprofessionals to implement language intervention in the classroom, as well as having an intervention framework to use when she started a private practice.  In this conversation, we discuss: ✅The power of consultation and coaching when you have a large caseload. ✅The “house” strategy for initiating collaborations with teachers and adjacent disciplines. ✅Why focusing on your “systems”, like your schedule, habits, and frameworks can help you get buy-in from teachers and administration.  ✅The importance of syntax, vocabulary, and word study at the secondary level.  You can connect with Amy at the Elation Speech and Language website here: https://www.elationspeech.com/ You can also connect with her on LinkedIn here: https://www.linkedin.com/in/amy-baugh-m-a-ccc-slp-20bb974b/ Amy is a member of Language Therapy Advance Foundations, my program that gives SLPs and other service providers create a system for language therapy. You can learn more about the program here: https://drkarenspeech.com/languagetherapy/ We mentioned the follow previous De Facto Leaders episode in this conversation: EP 147: High school language therapy: Do we still have time to make an impact? (with Tiffany Shahoumian-Ruiz) Here: https://drkarendudekbrannan.com/ep-147-high-school-language-therapy-do-we-still-have-time-to-make-an-impact-with-tiffany-shahoumian-ruiz/ EP 180: The relationship of literacy and language skills and involvement with the justice system (with Dr. Shameka Stewart) Here: https://drkarendudekbrannan.com/ep-180-the-relationship-of-literacy-and-language-skills-and-involvement-with-the-justice-system-with-dr-shameka-stewart/ EP 181: Developmental language disorder: Impact of literacy and life beyond school (with Dr. Karla McGregor) Here: https://drkarendudekbrannan.com/ep-181-developmental-language-disorder-impacts-on-literacy-and-life-beyond-school-with-dr-karla-mcgregor/

    55 min

  7. FEB 26

    Using digital resources to improve team collaboration and combat therapist burnout (with Dr. Karen Rose)

    Finding the right amount of therapy materials is a struggle for many clinicians. It’s hard to find the balance between having enough options, without having so many choices it feels overwhelming. Now that we have access to digital resources, we also have to think about how to use technology responsibly and effectively.  That’s why I invited Dr. Karen Rose to episode 204 of the De Facto Leaders podcast to discuss how digital platforms can minimize cognitive fatigue and improve communication on multidisciplinary teams.  Dr. Karen Rose has over two decades of experience as a pediatric speech and language pathologist, fueling her passion for improving healthcare. As the former Vice President of Research and Clinical Development at Cognishine, she provided clinical and academic guidance and contributed to numerous research projects. She is now engaged in postdoctoral research and continues to work with Cognishine as an external advisor. Her work has been published in numerous internationally renowned journals. In this conversation, we discuss: ✅How different clinical disciplines can collaborate with each other, as well as IT professionals to create engaging therapy resources. ✅Using technology to enhance (but not replace) interactive in-person experiences. ✅Thinking of digital platforms and therapy materials as a communication tool for team collaboration and parent coaching.  ✅Leveraging online materials to provide scaffolding for therapists so they don’t have to start from scratch; while still allowing room for engagement and creativity.  Learn more about Cognishine here: https://www.cognishine.com/ Follow Cognishine on LinkedIn here. https://www.linkedin.com/company/cognishine-therapy-and-education-ltd/ Explore some of Congishine’s Educational Resources and Free Activities here: https://app.cognishine.com/en-us/free-activities Connect with Dr. Karen on LinkedIn directly here: https://www.linkedin.com/in/karen-rose-ph-d-228757327/ In this episode, I mention the School of Clinical Leadership, my program that helps related service providers develop a strategic plan for putting executive functioning support in place in collaboration with their school teams. You can learn more about that program here: https://drkarendudekbrannan.com/clinicalleadership

    1 hr

  8. FEB 19

    Frontloading, explicit instruction, and providing the “right” amount of support

    In this episode, I’m answering FAQs from the School of Clinical Leadership members about supporting students’ executive functioning. I answer the following questions: What is frontloading, and why is it useful for students experiencing executive dysfunction and anxiety? When is it best to use structured, explicit instruction, and when is it best to let students figure things out on their own? How do you help students who won’t complete work unless they have an adult sitting next to them? How do we provide ENOUGH support for students who need explicit instruction, but not so much that we’re making students prompt dependent? What can school staff do if parents aren’t setting boundaries with kids at home? How can we support parents who are struggling with bed times and morning routines?  This Q & A was done for members of the School of Clinical Leadership, my program that teaches related service providers how to support executive functioning in the K-12 setting. You can learn more about the program here: https://drkarenspeech.lpages.co/lta-foundations-enrollment-2-web-fb I also mentioned my Time Tracking Journal tool, which provides a strategy that helps children build the executive functioning skills they need to complete multistep tasks. You can learn more about the Time Tracking Journal here: https://drkarendudekbrannan.com/timejournal You can sign up for the free executive functioning training called “How to be evidence-based and neurodiversity-affirming with executive functioning support” here: https://drkarendudekbrannan.com/efleadership I mentioned an additional examples of frontloading for social situations in this previous podcast episode: EP 167: Executive Functioning Support: Three Paradigm Shifts for School Teams. Link here: https://drkarendudekbrannan.com/ep-167-a-framework-for-executive-functioning-intervention-three-shifts-for-school-teams/ Finally, I mention the explicit instruction framework by Anita Archer and Charles Hughes. Link here: https://explicitinstruction.org/

    1h 7m
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    4.8
    out of 5
    60 Ratings

    About

    On the De Facto Leaders podcast, host Dr. Karen Dudek-Brannan helps pediatric therapists and educators become better leaders, so they can make a bigger impact with their services. With over 15 years of experience supporting school-age kids with diverse learning needs, Dr. Karen shares up-to-date evidence-based practices, her own experiences and guest interviews designed to help clinicians, teachers, and aspiring school leaders feel more confident in the way they serve their students and clients. She’ll cover a range of topics designed to help you support students' emotional and academic growth and set kids up for success in adulthood, including how to support language, literacy, executive functioning, and how to help IEP teams working together to support kids across the day. Whether you want to learn more effective strategies for your therapy session or classroom, be a more influential leader on your team, or find creative ways to use your skills to advance in your career, Dr. Karen has you covered.

    Information

    • Creator
      Dr. Karen Dudek-Brannan
    • Years Active
      2021 - 2025
    • Episodes
      209
    • Rating
      Clean
    • Copyright
      © 2023 Dr. Karen Dudek-Brannan
    • Show Website
      De Facto Leaders

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