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Results 31 - 40 of 106
Presenter(s): Nichole Mulvey, PhD, CCC-SLP
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: This session explores assessment and intervention strategies to increase efficiency in evaluating discrete oral language skills and providing purposeful and meaningful group-based intervention that improves academic outcomes for elementary school students. The speaker compares assessment tools and shares intervention activities that address improvements in spoken language and academic success for all elementary grade levels. This course is a recorded session from the 2020/2021 online conference “Practical Solutions for Elementary Assessment, Treatment, and Collaboration.”
Presenter(s): Kim Murza, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Writing meaningful social communication goals can be difficult, but using a strengths-based framework can make it a bit easier. In this course – which is broken into six 5-minute activities – the presenter will utilize a goals rubric to help school SLPs write meaningful and measurable social communication goals that support independence and engagement as long-term objectives. Then the presenter will guide you through actionable steps to use the rubric to write student goals and reflect on the outcomes.
Presenter(s): Verna M Chinen, MS, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: SLPs are charged with doing more with less time. This session from ASHA's 2021 Schools Connect online conference shares a way to address caseload and time challenges. The workload calculator is a tool that can be used to critically analyze an SLP's caseload. The speaker walks learners through using the tool so you can analyze your caseload to increase workload efficiency and productivity.
Presenter(s): Nickola W Nelson, PhD, CCC-SLP, BCS-CL
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Written expression is one of the four major modalities (along with listening comprehension, spoken expression, and reading decoding and comprehension) that SLPs need to assess when identifying language and literacy disorders among school-age children and adolescents. This session shares a framework for analyzing the variety of tasks used for written language assessment on standardized tests and considers pros and cons of each to inform decisions regarding eligibility and dismissal. The session includes opportunities to practice applying a multilevel language analysis system to written language samples of students with varied profiles. This course is a recorded session from the 2022/2023 online conference "Assessment, Eligibility, and Dismissal in Schools: Strategies, Tools, and Decision-Making."
Presenter(s): Shelley L. Velleman, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Childhood apraxia of speech (CAS) is a complex sensory-motor speech disorder that typically requires both intensive individualized intervention and systematic opportunities for generalization and carryover. CAS also has significant academic and functional impacts, especially on participation, language, and literacy. This session uses case studies to explore areas of need requiring different service delivery models in the school setting. The speaker discusses potential areas of collaboration to support the learning and full participation of children with CAS. This course is a recorded session from the 2020/2021 online conference “Practical Solutions for Elementary Assessment, Treatment, and Collaboration.”
Presenter(s): Melissa Jakubowitz, MA, CCC-SLP, BCS-CL
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Many school-based SLPs discovered the benefits of telepractice during the rapid shift to remote service provision in light of the COVID-19 pandemic. This on demand webinar discusses the essential components of providing quality telepractice services so professionals can continue providing impactful services in this manner. The speaker discusses advocating for telepractice in your district; relevant legal and regulatory issues; and innovative, evidence-based models for school service delivery via telepractice.
Presenter(s): Carolyn M Dolby, MS, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar explores the expertise and tools needed to successfully conduct a comprehensive feeding and swallowing assessment in a school setting. The presenter provides step-by-step guidance to boost clinicians' confidence as they navigate this unique environment and leverage available resources to clearly identify students' feeding and swallowing needs when establishing eligibility and implementing preferred practice recommendations in the educational setting.
Presenter(s): Kim Murza, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Paraeducators are consistent communication partners who can be powerful extenders to support long-term student goals like independence and engagement. In this course – which is broken into six 5-minute activities – the presenter will demonstrate an observational process school SLPs can use to support effective collaboration with paraeducators to increase students’ generalization of communication skills. Then the presenter will guide you through actionable steps to put the process into practice and reflect on the outcomes.
Presenter(s): Lissa Power-deFur, PhD, CCC-SLP, BCS-CL; Emily M Homer, MA, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar is designed for school-based SLPs who serve children with pediatric feeding and swallowing disorders (PFD). The course will review the ASHA Code of Ethics and an ethical decision-making approach, with application for SLPs serving children with PFD. Case studies will guide discussion of resources and approaches that can help resolve ethical issues.
Credit(s): PDHs: 5.5, ASHA CEUs*: 0.55
Summary: This SIG 16 Perspectives course highlights some of the realities faced by school-based SLPs and their students. Articles discuss the challenges that are all too often experienced by SLPs and our students, as well as recommendations for how to increase satisfaction with school-based positions, reduce burnout, and increase the mental health, representation, and motivation of our students.
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