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Results 81 - 90 of 134
Presenter(s): Vicki Clarke, MS, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session examine the often-daunting process of moving a child who is minimally verbal or nonverbal from a basic to a full-featured AAC system. The session covers the selection, use, and goal-setting process for a basic, functional communication and language development system while planning for assessment for and implementation of a fuller system. The speaker shares suggestions for designing effective intervention sessions and ideas for helping the team get on board. This course is a recorded session from the 2021 online conference “Expanding AAC: Accessible Strategies for Functional Communication.”
Presenter(s): Pamela A Terrell, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session focuses on ideas to allow you to make the most of your valuable time by empowering additional stakeholders to be partners in early literacy skill development and education. The session discusses ways to train parents, preschool teachers, community organizers, childcare providers, and health care providers to embed fun and relevant activities into daily routines to promote early literacy in natural environments.
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: These SIG 12 Perspectives articles provide information on current issues associated with display design and image complexity for individuals with cortical visual impairment and an in-depth overview of telepractice for people who rely on augmentative and alternative communication. Readers will be more adept at assessing and assisting children with cortical visual impairment and will have a better understanding of telepractice methods that can be used to improve virtual service delivery.
Presenter(s): Julie D Malone, MS, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session explores workload and identifies ways to educate SLPs and their employers on the topic to improve recruitment and retention in our field as well as SLPs' mental health and productivity, all of which translates to better services for students.
Presenter(s): Kathryn L Cabbage, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session discusses the unique factors associated with school-based settings that can make implementation of research-based treatment for speech sound disorders (SSD) challenging. The speaker reviews key characteristics of evidence-based SSD intervention, discusses how these can be applied in school settings, and explores core involvement of speech-language pathology assistants in schools.
Presenter(s): Kelly Farquharson, PhD, CCC-SLP; Leesa Marante, MS, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Many factors can contribute to school SLPs feeling stressed and emotionally exhausted: large caseload sizes, innumerable paperwork responsibilities, minimal administrative and peer support, and conflicting roles within their work setting, to name a few. This recorded session from ASHA's 2021 Schools Connect online conference discusses and defines burnout, provides evidence-based strategies that you can implement immediately to reduce caseload- and workload-related stress, and provides examples of ways to advance change on caseload and workload issues on a larger scale.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: These SIG 12 Perspectives articles provide information on current issues associated with visual processing of augmentative and alternative communication (AAC) displays for people with traumatic brain injury, assessment of the expressive language abilities of Spanish-speaking children who rely on AAC, and culturally sensitive approaches to aided language modeling. Readers will be more adept at designing effective AAC displays for adults with traumatic brain injury and at providing AAC services to children from multilingual and multicultural backgrounds.
Presenter(s): Lissa Power-deFur, PhD, CCC-SLP, BCS-CL
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Speech-language pathologists working in schools include measurable goals and benchmarks in students' IEPs. By reviewing speech sound assessment information, including narrow transcription of a student's utterances, the goals can be tailored to the student, thereby facilitating goal attainment. Treatment data can be invaluable for adjusting goals throughout the child's eligibility for special education.
Presenter(s): Lesley J Sylvan, EdD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session explores SLPs' active role within the Multi-Tiered Systems of Support (MTSS) framework and describes its alignment with related educational frameworks and concepts such as Response to Intervention (RtI), Common Core State Standards (CCSS), and Universal Design for Learning (UDL). The speaker shares how SLPs can balance their efforts to work with at-risk students within an MTSS framework with the obligation to meet the needs of students with identified disabilities. The presenter also describes how SLPs can consult and collaborate with other educators in addition to directly supporting students.
Presenter(s): Kate R. Ahern, MS
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Having knowledgeable and supported caregivers—including parents, siblings, care attendants, home aides, home nurses, and extended family—is vital to an AAC user’s success. New opportunities for virtual sessions allow a level of home involvement and support previously made difficult by time and logistical constraints. This session discusses practical strategies for teaching and supporting home caregivers. This course is a recorded session from the 2021 online conference “Expanding AAC: Accessible Strategies for Functional Communication.”
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