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Results 91 - 100 of 206
Presenter(s): Kristin N Schaaf, MA, CCC-SLP, LSLS Cert. AVT; Shannon Sharma, MS, CCC-SLP, LSLS Cert. AVEd
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This session demonstrates how to provide "school-based virtual parent coaching": a solution to family involvement in school-based intervention. Speakers present a roadmap to providing best-practice parent coaching through this adaptation of the teletherapy model.
Presenter(s): Sandie M Bass-Ringdahl, PhD, CCC-A; Aleah Suzanne Brock, MEd, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This course describes a study that utilizes a multiple baseline across behaviors design to investigate the efficacy of a caregiver training intervention to increase the use of targeted facilitative language techniques (FLTs)—strategies that caregivers use to encourage language development in their children. This study utilizes telehealth to deliver a training program for caregivers of children who are deaf or hard of hearing.
Presenter(s): Sharon Sandridge, PhD, CCC-A
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: This session explores assessment and management options for working with patients who self-report bothersome tinnitus, including counseling, patient/family-centered care, and giving hope to struggling patients.
Presenter(s): Joleen R Fernald, PhD, CCC-SLP, BCS-CL
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Motor planning is an individual difference that impacts much more than motor skills, including social-emotional skills and speech and language development. It impacts areas like executive functioning and written narratives. This presentation discusses the components of motor planning, how to support clients with motor planning challenges, and strategies for discussing praxis with caregivers.
Presenter(s): Amanda Smith, EdD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Behavior regulation struggles are common issues facing not only school-based SLPs, but school districts as an entire entity across the nation. This course provides a general overview of behavior and its functions; background on the School Wide Positive Behavior Supports (SWPBIS) framework; and an in-depth look at evidence-based practices (EBPs), reinforcements, rewards, and consequences.
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: The theme for this SIG 14 course is multicultural considerations in language assessment and autism screenings. Specific topics include: assessing article production accuracy in an Arabic-English speaking child as well as examination of the utility of the Vietnamese language version of the Modified Checklist of Autism in Toddlers-Revision with Follow-Up (M-CHAT-R/F) for screening Vietnamese children for autism risk.
Presenter(s): Anna Vagin, PhD; Maryellen R Moreau, MEd, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This course explores an effective technique for building complex narrative language and thought. By "pressing pause," SLPs and students can take time to talk about and connect "thoughts" (mental states) to elements of story grammar such as initiating events, feelings, and plans. This process is integral for discovering intentions and motivations, perspective-taking, thinking critically, solving problems, and participating in social situations. Speakers also discuss a powerful way to teach "inference" using film "jump cuts."
Presenter(s): Huanhuan Shi, MS; Meredith Kincaide; Christina Reuterskiold, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This course focuses on a meaning-based approach to language assessment and intervention for intentional communication skills in young children. The nonlinguistic and linguistic context support meaning-driven communication expressed with language form from the child. Speakers discuss language sample analysis and the developmental hierarchy of Language Content/Form/Use, and highlight how this approach is less biased than norm-based assessments when used with children from culturally and linguistically diverse contexts.
Presenter(s): Stephanie DeAnda, PhD, CCC-SLP; Matthew Hall, PhD; Naomi Caselli, PhD
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session highlights recent advances in understanding language acquisition in children who are deaf/hard of hearing (DHH), with an emphasis on the acquisition of sign languages (either on their own or alongside spoken languages). Speakers present advances in measurement, by introducing three new tools that are available for clinical use: the D-LEAT, the LAPT, and the ASL-CDI 2.0.
Credit(s): PDHs: 6.0, ASHA CEUs*: 0.6
Summary: This SIG 1 Perspectives activity focuses on assessing and treating students with intellectual disability (ID) in the areas of language and literacy. The first article discusses the primary components of a parent-implemented language intervention for children with fragile X syndrome. The second article discusses emergent and conventional literacy skills and the strengths and challenges in reading and spelling for adolescents with ID. The third article describes the key components and modifications that can be utilized in narrative interventions when working with individuals that are diagnosed with intellectual and developmental disabilities. The final article provides the parents’ perspectives of the home and school literacy experiences of children with ID in preschool.
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