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Results 41 - 50 of 79
Presenter(s): Sucheta A Kamath, MA, CCC-SLP, BC-ANDS
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Far too often, current learning priorities keep children and young adults focused on daily work, grades, and performance, creating a disconnect between habit mastery and the long-term needs of their future self. This session presents effective and evidence-based strategies to improve children's abilities to envision and execute goal-directed and future-focused actions. The presenter discusses strategies to strengthen future-oriented reasoning and emotional regulation during gratification postponement so students can effectively predict performance challenges, anticipate glitches, and handle mistakes while keeping in mind their future needs.
Presenter(s): Marilyn A Nippold, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session introduces a language intervention program for middle and high school students-Philosophy for Adolescents-that is designed to support critical thinking, narrative and expository discourse, and the use of complex syntax and literate vocabulary such as abstract nouns and metacognitive verbs. The speaker discusses and demonstrates intervention using Philosophy for Adolescents through role-playing activities that engage participants as they work through a lesson in pairs or small groups.
Presenter(s): Lakeisha Johnson, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: SLPs have noted the diagnostic challenge of distinguishing between the clinical indicators of language disorder, language delay based on the impacts of being reared in poverty, and the linguistic variation of students who speak African American English (AAE). This session discusses evidence-based assessment and treatment practices that SLPs can utilize when working with speakers of AAE and other nonmainstream dialects to help them identify students with true language and literacy disorders and provide needed interventions in a timely manner.
Presenter(s): Hayoung Lim, PhD; Erica M Ellis, PhD, CCC-SLP; David Sonnenschein, MFA
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This course describes the creation of Sing and Speak 4 Kids (SS4Kids), an innovative music-based program to support speech and language development in young children with various impairments. The presentation discusses in-program progress tracking, quantitative data graphics, focus group, and user feedback, and includes video examples of program usage. Presenters discuss clinical implementation and implications.
Presenter(s): Pamela Bazis, PhD, CALT, QI; Carly Dinnes, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This course provides an overview of writing development stages, expectations, and sources of difficulty for elementary students. The course includes a discussion of relevant theories and models to guide identification of writing challenges and identify assessment options.
Presenter(s): Deborah Crawford, MS, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Do you find that your students can answer questions about stories but are not able to tell stories themselves or tell about a personal experience? This session explores strategies for assessing narrative discourse skills, implementing oral narrative intervention strategies, and measuring progress. Strategies can apply to students of all ages.
Presenter(s): Kenn Apel, PhD
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session provides information on morphological awareness and its importance to writing (and reading). The speaker discusses the impact SLP consultations with general and special education teachers can have on students in the classroom. The session includes discussion of specific evidence-based activity examples.
Presenter(s): Nickola Wolf Nelson, PhD, CCC-SLP, BCS-CL
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session examines methods for gathering written language samples and the rich findings SLPs may gain about a child’s or adolescent’s knowledge of language and related skills, including discussion of advantages and limitations of more- and less-structured assessment methods. The speaker discusses how to apply a language-levels model for analyzing discourse, sentences, word choices, and lexical and sublexical word-structure knowledge and how to use that information to plan goals and language interventions targeting written expression and more.
Presenter(s): Sandra L Gillam, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Narrative discourse is an important goal for many students across the age span but can be difficult to characterize and track over time due to the multitude of progress monitoring tools to choose from. This session highlights that one narrative assessment approach does not fit all students and that clinicians need to be able to select a rubric that is sensitive to changes in language ability as it becomes more complex over time. The presenter explores currently available rubrics and scoring systems for measuring oral narrative proficiency that utilize different elicitation procedures and scoring criteria and describes a continuum of narrative ability that can serve as a guideline for choosing rubrics that best serve progress monitoring needs for individual students. 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): Ginger G Collins, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Motivation often declines as children reach adolescence. Poor motivation inhibits participation and engagement in language-based interventions. The purpose of this presentation is to demonstrate how intervention can be designed to increase client motivation to participate in therapy while improving language-based literacy skills. This session presents motivation and behavior change techniques based on self-determination theory. It also includes examples of how to integrate these techniques into interventions with adolescent clients to satisfy their need for autonomy, relatedness, and competence while simultaneously addressing language-based literacy deficits.
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