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Results 71 - 80 of 203
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.
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.
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: 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.
Presenter(s): Monique T Mills, PhD, CCC-SLP, BCS-CL; Leslie Moore, PhD
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: School-based SLPs who work with African American children can feel underprepared to properly evaluate their language abilities. This webinar explores variation in narrative practices common within AAE-speaking communities. The presenters discuss widely held beliefs about narrative language and its variation, how these beliefs affect clinical practice, and insights from research into how we can expand our narrative language assessment practices to be more inclusive of culturally based narrative variation.
Assessment for Developmental Language Disorder
Presenter(s): Suzanne Adlof, PhD
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This webinar will provide information to help SLPs feel more confident during the challenging process of assessing and diagnosing children with developmental language disorder (DLD). The webinar will define, compare, and contrast the features associated with various assessment tools and discuss the rationale for different assessments. The speaker will address how to select the best assessment instrument for the particular child and how to utilize information gained to inform clinical decisions.
Presenter(s): Julie A. Wolter, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar explores the foundational theory and key components of a language-based literacy model to guide assessment and intervention for adolescents who struggle with language and/or literacy development. The speaker discusses a multilinguistic literacy approach—i.e., a focus of explicit reflection on the foundational skills of sounds (phonology), letters (orthography), meaning (morphology), vocabulary (semantics), and grammar (syntax) in the context of written language. The webinar discusses variations of this type of language-focused literacy approach to improve the literacy skills of adolescents at risk for and diagnosed with developmental language disorders, dyslexia, and reading comprehension and spelling deficits.
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: 6.0, ASHA CEUs*: 0.6
Summary: This SIG 1 activity focuses on evidence-based practices in literacy related to word reading, morphology, and vocabulary. The first article highlights the relationship between literacy and vocabulary learning and provides a tutorial on treatment options for vocabulary-based interventions for children with identified vocabulary deficits. The second article describes the developmental sequence of alphabet knowledge and demonstrates how to address this knowledge within three different service delivery modules. The third article explains the importance of targeting morphology in schoolbased speech and language therapy to support the literacy development of students with developmental language disorders. The final article describes the skills required for successful word reading and outlines how a speech-language pathologist can carry out an evidence-based approach for both assessment and intervention.
Presenter(s): Elizabeth Buck, MA, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: The SLP scope of practice has expanded in recent years to include literacy; however, it can be difficult for school SLPs to carve out their role within the school literacy team. This course focuses on the relationship between the school SLP, reading specialist, and/or special education teacher and how SLPs can cultivate that relationship to provide unified interventions that promote school-wide student success. The speaker shares examples of how school-based SLPs have successfully integrated into the school literacy framework.
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