• This spring, I had the honor of attending the Stuttering Foundation’s 2025 Eastern Workshop in Boston. It was an incredible opportunity to connect with other passionate speech-language pathologists and deepen my skills in supporting people who stutter. One highlight from the week was completing training in the Palin Parent–Child Interaction (PCI) approach.

  Palin PCI is an evidence-based, family-centered method developed by the Michael Palin Centre for Stammering. It’s designed to support preschoolers who stutter by strengthening the parent–child relationship and creating a communication environment that reduces pressure and builds confidence.

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  What is Palin PCI?

  Palin PCI is designed for children under 7 years old. Instead of focusing only on fluency, it empowers parents with simple, practical strategies that can be used during everyday interactions. These strategies include:

  • Slowing down the pace of conversation

  • Allowing more pause time for turn-taking

  • Minimizing background distractions

  • Using more comments instead of rapid-fire questions

  • Supporting acceptance and confidence in communication

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  Why This Approach Matters

  Early support for stuttering is about more than reducing disfluencies. It’s about helping children feel confident, understood, and safe to express themselves. During the training, one case study showed how a parent made a few small changes—like pausing slightly longer and making fewer demands—and their child began speaking more freely and comfortably. That simple shift reminded me how powerful connection and presence can be.

  I’ve already started using this approach with families in my private practice. One parent recently shared that slowing things down during evening storytime helped reduce tension and made talking more enjoyable for everyone. Their child is now speaking with more ease and engagement.

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  Highlights From the Training

  The Eastern Workshop focused on using cognitive and emotional approaches with people who stutter. It brought together clinicians from across the country for a week of deep learning, collaboration, and reflection. We explored a wide range of topics, from the emotional experiences of people who stutter to tools that promote resilience and identity-building.

• Instagram Post from 2025 Workshop

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  Offering Palin PCI-Based Support

  I’m now offering Palin PCI-informed therapy and parent coaching for families of preschoolers who stutter. Sessions are available in-person in Portland, Oregon and virtually for families across Oregon and other select states.

  If you’re noticing early signs of stuttering, or just wondering how to best support your child’s communication, I’d love to connect.

  📬 Email me or schedule a free consultation to learn more.

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  About the Author
  Jessica Beers, SLPD is a nationally certified speech-language pathologist and the owner of Speaktacular Speech & Language. She specializes in early stuttering support, speech sound disorders, and parent coaching.

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  Tags:
  #PalinPCI #StutteringSupport #PreschoolStuttering #SLPblog #StutteringTherapy #ParentCoaching #MichaelPalinCentre #SpeaktacularSLP #SpeechTherapyPortland #StutteringFoundation #EarlyIntervention

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• I’m thrilled to be heading to Boston University next month for five full days of immersive learning focused on stuttering therapy—something I’m deeply passionate about.

  This intensive training will cover a range of evidence-based approaches including CBT, Solution-Focused Brief Therapy, the MPC framework, and the Palin Parent-Child Interaction (PCI) model. I’ll be learning directly from leaders in the field and gaining tools to support not just speech fluency, but also confidence, connection, and self-advocacy for both kids and adults who stutter.

  Here’s a peek at the schedule:

  • 🧠 CBT & Therapeutic Alliance

  • 💬 Solution-Focused Brief Therapy with Families

  • 🔍 MPC Framework & Assessment Tools

  • 👨‍👩‍👧 Palin PCI – Clinical Skills for Parent-Child Work

  • 📚 Research, Collaboration, and the Evidence Base

  I can’t wait to bring back everything I learn to strengthen my work with clients and families here at Speaktacular!

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For some students, the school year may have included gaps in speech therapy due to limited staffing, schedule changes, or missed sessions. That’s where compensatory services come in.

What are compensatory speech services?
Compensatory services are speech-language therapy sessions provided outside of the regular school year to make up for missed or inadequate services in a student’s Individualized Education Program (IEP). These sessions aim to support continued progress and ensure that students are not falling behind due to circumstances beyond their control.

Why is summer a great time for speech therapy?
Summer offers a perfect window for focused, uninterrupted therapy. Without the daily pressures of school, children often make faster progress. Sessions can be more personalized, flexible, and family-friendly.

At Speaktacular, Jess provides summer speech therapy, including compensatory services for students with IEPs. Sessions may focus on:

• ✅ Speech sounds

• ✅ Language development

• ✅ Social communication

• ✅ Fluency and stuttering

How do I know if my child qualifies?
If your child missed sessions due to school staffing shortages, illness, or other disruptions—and has an active IEP—you may be eligible. In many cases, schools will approve compensatory services to ensure your child receives their full support hours.

What if my child didn’t qualify for school services, but still needs help?
Jess also provides private supplemental therapy for children who don’t meet IEP eligibility but still have speech, language, or fluency challenges.

📆 Ready to get started?
Contact Speaktacular to schedule a free consultation and learn how summer therapy can support your child’s communication goals.

• DANCERS: Simple Steps for a Healthy Brain

  Your brain health affects your memory, focus, and communication. The DANCERS framework, created by Lanzi et al. (2021), highlights easy ways to support your brain and reduce the risk of communication problems. Speech-Language Pathologists (SLPs) can guide you through these steps:

  D: Disease Management

  Manage health issues like diabetes or high blood pressure to protect your brain and communication skills.

  A: Activity

  Stay active to improve focus and energy. Even a short walk helps!

  N: Nutrition

  Eat foods that fuel your brain, like fruits, vegetables, and healthy fats.

  C: Cognitive Stimulation

  Keep your mind sharp with puzzles, reading, or learning something new.

  S: Social Engagement

  Spend time with others to boost your mood and brain health.

  R: Relaxation

  Relax with deep breathing or mindfulness to reduce stress.

  S: Sleep

  Get good sleep to recharge your brain. Set a routine and limit screen time before bed.

  How SLPs Can Help

  SLPs can:

  • Help you understand how your lifestyle impacts your brain.

  • Teach simple strategies to improve focus and memory.

  • Create a plan tailored to your needs.

  Take Action

  Follow the DANCERS steps to care for your brain. An SLP can help make these changes easier and more effective.

  Citation

  Lanzi, A., et al. (2021). DANCERS: A framework for promoting brain health and preventing cognitive decline. American Speech-Language-Hearing Association. 

Boost Your Brain with N-Back Training
  By Dr. Jessica Beers, SLPD

The N-back task is a brain-training activity designed to improve working memory, focus, and mental flexibility. First developed in 1958, it’s now a popular tool for strengthening brain skills—especially helpful for people with attention difficulties, brain injuries, or age-related memory changes.

What Is the N-Back Task?

In this activity, you watch or listen to a stream of letters, numbers, or images and respond when something matches an item from a few steps earlier. The more steps back you need to remember (e.g., 2-back, 3-back), the harder your brain works—building memory and attention over time.

Brain Benefits

• Stronger working memory: Helps with learning, planning, and problem-solving.

• Improved attention: Boosts focus and reduces distractions.

• Better mental flexibility: Makes it easier to switch between tasks or ideas.

• Support for healthy aging: May slow cognitive decline and keep the brain sharp.

Why Work with an SLP?

While you can try N-back tasks using apps, speech-language pathologists (SLPs) offer personalized, research-based support. SLPs can:

• Assess memory and attention

• Tailor exercises like N-back to your needs

• Combine tasks with real-life strategies

• Help with ADHD, stroke, TBI, MCI, and more

A Well-Rounded Approach

N-back works best when part of a full brain-health routine, including:

• Problem-solving games

• Language and listening tasks

• Physical activity

• Mindfulness and relaxation

I completed my doctoral research on N-back training and its role in improving working memory for individuals with Mild Cognitive Impairment (MCI). If you’re curious about how N-back or other brain-based strategies might help you or a loved one, I’d love to talk.
📩 Reach out anytime to get started.

Early Characteristics of Autism

Credit: The Hanen Centre @ http://www.hanen.org/Helpful-Info/Articles/Early-Signs-of-Autism.aspx  Lauren Lowry, Hanen Certified SLP and Clinical Staff Writer

Despite increased awareness, many children are still not diagnosed with autism until at least age four or when they are much older. Since we know that early intervention improves outcomes for most young children with autism detecting autism as early as possible is essential. It is hoped that providing therapy at a very young age, when a child’s brain development is most receptive to learning, can alter the course of autism.

There is currently no medical test to diagnose autism. Rather, autism is diagnosed by observing a child’s behavior and looking for specific symptoms. Researchers have been studying the earliest signs of autism in babies and toddlers so that doctors know what to look for, and so that children can get the help they need as soon as possible.

By looking back at the home videotapes of young children with autism, some early symptoms have become apparent. Furthermore, because the younger siblings of children with autism are at increased risk (6 to 9%) of developing autism themselves, researchers have studied these siblings and been able to track the development of autism from infancy. What has evolved is a list of early “red flags” or signs of autism that can be seen in children between 12 and 18 months of age.

The following are some of the early signs of autism that appear by 12 months of age:

• not babbling – babbling refers to the sounds that babies make before they begin to talk, such as vowel and consonant combinations like “ba”, “da”, and “gee”. Twelve month olds should look at someone while they babble, and take turns babbling with caregivers (like a back-and-forth babbling “conversation”).
• not pointing – such as pointing to ask for things (pointing to the cookie bag up on the shelf) or pointing to get someone’s attention (pointing to an airplane flying by).
• not showing objects to caregivers – 12-month olds hold up interesting objects and show them to their caregivers (as if to say “hey mom, look at this!”). It can be an early sign of autism if a child isn’t showing things to people.
• lack of other gestures – besides pointing and showing, 12 month old children should also be reaching to be picked up, waving, and shaking their head (for “no”).
• lack of shared enjoyment – shared enjoyment refers to a child’s desire to interact with others, just for the sake of connecting. If a child does not seek out this type of interaction, or rarely smiles or laughs when playing with a caregiver, this is a red flag for autism.
• repetitive actions or movements – like spinning a car wheel over and over again, rather than playing with the toy appropriately. Another example would be a child flapping his hands repetitively. Some typically-developing babies do these types of repetitive actions once in a while, but babies with autism demonstrate these actions more often.
• poor eye contact – not looking at caregivers when communicating or playing with them.
• not following an adult’s pointed finger – not looking in the direction of a caregiver’s finger when he or she points to something. For example, a typical 12-month old will look when their mother points to a toy on the shelf.
• paying more attention to objects than people – all children are fascinated with toys and interesting objects. But young children with autism will spend much more of their time with objects than people.
• limited play with toys – a young child with autism may only engage with a small number of toys, or play with just a part of the toy (the wheels of the toy car) rather than the whole toy.
• not copying actions or sounds – not imitating actions like clapping hands, banging on a drum, or people’s speech sounds.
• not responding to his or her name when called – some parents of young children with autism initially wonder if their child is hearing properly, or think that their child is just ignoring them when they call his or her name. Children with delayed language should have a hearing test to rule out a hearing problem. But young children with autism don’t respond when their name is called even though their hearing is fine. This is due to difficulties with paying attention and understanding language.

For toddlers between 18 – 24 months, the following is also a characteristic of autism:

• a loss of words, skills, or social connection – this type of regression doesn’t happen with all children with autism. But approximately 20% to 50% of parents of children with autism report that their child lost some of his or her skills during the second year, usually around 18 months of age.An “ASD video glossary” has been developed by First Signs® and the First Words® Project. Designed to help parents and professionals learn more about the early signs of autism, the glossary shows video examples of young children with autism. This can be a useful tool for parents trying to understand what the early signs of autism look like in “real life”.
  

  What should you (parents) do if you are concerned?

• If your child has any of the early signs of autism, seek help right away so that your child can receive the intervention s/he needs as early as possible. Trust your instincts if you are concerned. The earlier a child receives intervention, the better his/her outcome will be.

  If you are concerned about your child’s communication development:

  • Talk to your child’s doctor – the American Academy of Pediatrics recommends that doctors screen children for autism at the 18 and 24 month check-ups. However, if you feel that your child has some of the early signs of autism, speak to your doctor as soon as possible.
  • See a speech language pathologist – speech-language pathologists are trained to assess communication skills in very young children, including “social communication skills”. These are the types of communication skills affected in autism. SLPs are also trained to look for developmental difficulties including autism, and to refer for further assessments with other professionals if needed. SLPs are not permitted to diagnose autism.
  • Do not “wait and see” – if you suspect that your child is slow in his or her social and communication development, seek help as early as possible. Many treatment programs for very young children with autism help the parents learn how to help their child. The Hanen More Than Words® Program is for parents of young children with autism, suspected autism, or social communication difficulties. In this program, parents learn how to interact with their child in ways that improve their child’s communication. By using More Than Words® strategies, you can do a lot to promote your child’s development at home. You can learn more about More Than Words here. 

• Jess has additional and specific training in Autism, having completed ~100 additional hours of education in this area. Trainings include in Hanen’s More Than Words and Talkability courses, Jessie Ginsburg’s Inside Out Sensory Certificate, and Meaningful Speech’s Gestalt Language course. 

• References

  1. Sussman, F. (1999). More than words – Helping parents promote communication and social skills in children with autism spectrum disorder. The Hanen Centre: Toronto.
  2. Blumberg S., Bramlett, M., Kogan, M., Schieve, L., Jones, J., & Lu, M. (2013). Changes in prevalence of parent-reported autism spectrum disorder in school-aged U.S. children: 2007 to 2011-2012. National health statistics reports, 65: 1-12. Hyattsville, MD: National Center for Health Statistics. Available online: http://www.cdc.gov/nchs/data/nhsr/nhsr065.pdf.
  3. “Practice Parameter: Screening and diagnosis of autism”, American Academy of Pediatrics website, March 4, 2013, http://pediatrics.aappublications.org/site/aappolicy/misc/Screening_and_diagnosis_of_autism.xhtml
  4. Watson, L. & Crais, E. R. (2013). Translating Between Research and Practice in Serving Infants at Risk for ASD. American Speech-Language-Hearing Association: Perspectives on Language Learning and Education, 20(1), 4-13.
  5. Stone, W. L., McMahon, C. R., Yoder, P. J., Walden, T. A. (2007). Early Social-Communicative and Cognitive Development of Younger Siblings of Children With Autism Spectrum Disorders. Archives of Pediatric and Adolescent Medicine, 161(4):384-390.
  6. Plauché Johnson, C., & Myers, S. M. (2007). Identification and Evaluation of Children With Autism Spectrum Disorders, Pediatrics,120(5), 1183-1215.
  7. Zwaigenbaum, L., Bryson, S., Lord, C., Rogers, S., Carter, A., Carver, L., Chawarska, K., Constantino, J., Dawson, G., Dobkins, K., Fein, D., Iverson, J., Klin, A., Landa, R., Messinger, D., Ozonoff, S., Sigman, M., Stone, W., Tager-Flusberg, H., Yirmiya, N. (2009). Clinical Assessment and Management of Toddlers With Suspected Autism Spectrum Disorder: Insights From Studies of High-Risk Infants. Pediatrics, 123, 1383-1391.
  8. “ASD Video Glossary”, 2009, The Florida State University College of Medicine Autism Institute website, March 5, 2013, http://firstwords.fsu.edu/index.php/asd-video-glossary
  9. “Autism and Developmental Disabilities Monitoring (ADDM) Network”, Centre for Disease Control and Prevention website, March 4, 2013, http://www.cdc.gov/ncbddd/autism/addm.html.