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Results 81 - 90 of 345
Presenter(s): Jennifer Gray, MS, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session discusses teletherapy for individuals with Down syndrome, which provides convenient access to services and appeals to those who learn best visually, and clinical research consistently shows it to be as good as in-person services.
Presenter(s): Nickola W Nelson, PhD, CCC-SLP, BCS-CL
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This course discusses strategies for filling possible gaps in knowledge about orthographic pattern learning, including language/literacy assessment profiles of students with the word-structure problems that typify dyslexia and how those problems are influenced by accompanying strengths or weaknesses of vocabulary and related skills needed for oral and written language comprehension and expression. Takeaways include parameters for making intervention decisions in an interprofessional, family-centered, curriculum-relevant environment.
Presenter(s): Elizabeth Adams Costa, PhD
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Published research indicates that outcomes in children with hearing loss are generally lower than their hearing counterparts. Given the cascading effects auditory deprivation and language delays may cause in children, providing differential diagnoses can present a challenge. This course identifies commonly occurring comorbid presentations in children with hearing loss and describes the process of making differential diagnoses.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: The three articles in this SIG 9 Perspectives course focus on parent-reported ADHD behaviors, fatigue, and language in children who are deaf and hard of hearing; physical activity in children with hearing loss; and massive open online courses for critical medical education related to children with hearing loss.
Presenter(s): Amy L. Donaldson, PhD, CCC-SLP; endever* corbin,
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session discusses communicative choice and agency for students on the autism spectrum. The speakers address these topics within a framework of neurodiversity and anti-ableism, presenting recommendations from the autistic community to support professionals in facilitating communication access for all children, including speech and augmentative and alternative communication.
Presenter(s): Kyomi Dana Gregory-Martin, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session discusses curriculum-based literacy demands and the interests of adolescents who are from varying culturally and linguistically diverse backgrounds. The speaker shares actionable steps to promote students' access and engagement in literacy by developing an intervention plan that promotes a culturally and linguistically supportive setting.
Presenter(s): Teresa M Roberts, EdD, CCC-SLP; Giselle Núñez, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This presentation discusses how faculty members can incorporate inclusive teaching methods to promote increased accessibility for a range of students with diverse learning needs. Presenters describe the main tenets of Universal Design for Learning (UDL) and ways that instructors can reflect on their teaching practices to incorporate elements of UDL into their courses through incremental pedagogical changes.
Presenter(s): Amanda J Truitt-Smith, EdD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This course provides an overview of the diagnosis of ADHD and defines different ways ADHD may manifest within the educational setting in students with comorbid communication disorders. The session identifies suggested therapy targets and reviews modification strategies and classroom accommodations that can be added to any IEP.
Presenter(s): Alexander Tucci; Elena Plante, PhD, CCC-SLP; Rebecca B Vance, MS, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This session summarizes a study of two groups of college students (25 with developmental language disorder [DLD], 25 with typical language [TL]) who were compared on measures of length, complexity, and quality of their expository written language. This session discusses the practical implications of the study's findings and the importance of individual strengths-and-needs assessment and intervention for this population.
Presenter(s): Catherine Wiseman-Hakes, PhD
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: There is a high prevalence of brain injury among youth and adults in the criminal justice system. The cognitive-communication impairments associated with brain injury can be a risk factor for both justice involvement and recidivism as well as barrier to successful community reintegration. This session focuses on the emerging role of SLPs with this underserved population, which may include assessment and intervention but may also include advocacy as well as training and education of front-line staff and justice professionals.
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