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Results 21 - 30 of 64
Credit(s): PDHs: 6.5, ASHA CEUs*: 0.65
Summary: This Perspectives activity focuses on the assessment and treatment of school-age students with social language deficits. Articles focus on conversational profiles for students with autism and intervention strategies appropriate for students within each profile; the benefit of using analog tasks with toddlers through adolescents to evaluate social communication abilities and guide intervention; best practices in assessing students with social communication deficits; and how effective commercially available standardized tests are for evaluating the social and pragmatic language deficits of students with social pragmatic communication disorder within and separate from autism.
New On Demand Webinar
Presenter(s): Mary Katherine Dally, MS, CCC-SLP, ATP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This webinar will explore alternative access methods in early childhood along with augmentative and alternative communication (AAC), with a focus on switch access. The speaker will discuss a total access approach assigning meaning to all communication attempts, increasing social interactions and acceptance, and presuming competence for the youngest learners. The webinar will share examples of play-based learning activities that SLPs can customize to meet a child's unique interests and passions while focusing on alternative access methods.
Presenter(s): Jill E. Senner, PhD, CCC-SLP; Matthew R. Baud, MS, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Given the landscape of hundreds of apps, speech-generating devices, low-tech options, and no-tech strategies, SLPs who do not typically complete AAC assessments may wonder who to refer for an AAC an assessment and how they can contribute to the assessment process. This session reviews the AAC assessment process, with an emphasis on feature matching and consideration of the individual’s current and future needs. This course is a recorded session from the 2021 online conference “Expanding AAC: Accessible Strategies for Functional Communication.”
Presenter(s): Megan-Brette Hamilton, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: SLPs who work with middle and high schoolers with social communication challenges have much to consider. How do I make sure my practice is being culturally responsive? How do I assist with online learning formats? How do I make sure I'm implementing warranted, functional goals that respect students’ identities – and that take into account the social, emotional, and physical changes that occur during adolescence? Drawing from research, clinical, and first-person perspectives, this on demand webinar presents considerations, strategies, and sample case studies to help SLPs modernize their approaches for working with students with social communication challenges in middle and high school.
Presenter(s): Barbara Weber,MS, CCC-SLP, BCBA
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This on demand webinar will address interprofessional collaboration between SLPs and Board-Certified Behavior Analysts (BCBAs) when assessing and implementing augmentative and alternative communication (AAC). Focusing on a case study where collaboration improved outcomes for a young child who uses AAC, the speaker will address terminology and language frameworks used by each field, highlight the perspective of each discipline, and share practical strategies for facilitating collaboration. Participants will walk away with a handout with conversation starters and question prompts SLPs can use to facilitate discussions about AAC with BCBAs.
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): Geralyn R Timler, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: The lived experiences of neurodivergent adolescents and adults reveal that changes are needed in how SLPs approach social communication assessment and intervention. Client-centered protocols for assessing social communication must address two goals: the needs of the student, and the perspectives and behaviors of the student's peers that support or hinder social interactions. This session presents strategies and tools for addressing both goals.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): Lauren S. Enders, MA, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session explores the process of selecting and crafting measurable goals that are appropriate for students learning to communicate using AAC. The speaker reviews the AAC competency categories, shares tools that SLPs can use to identify developmentally appropriate learning targets, and discusses strategies for writing observable and measurable goals. This course is a recorded session from the 2021 online conference “Expanding AAC: Accessible Strategies for Functional Communication.”
Presenter(s): Gail M. Van Tatenhove, MS, CCC-SLP; Faye Warren, BFA
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session explores how to adapt traditional speech-language practices to serve students who use AAC systems. The session demonstrates analyzing language samples from a student using an AAC system and then developing goals and intervention activities to address development in the areas of pragmatics, phonology, vocabulary, and grammar. This course is a recorded session from the 2021 online conference “Expanding AAC: Accessible Strategies for Functional Communication.”
Presenter(s): Suzanne M. Adlof, PhD
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Dyslexia and developmental language disorders (DLD) – relatively common, language-based disorders that affect children’s reading and academic achievement as well as social and life outcomes – frequently co-occur in the same child. This session examines the differences between the two disorders, how to identify children at risk for either or both, and how to provide treatment and accommodations to promote positive outcomes. The speaker discusses evidence-based practices for assessing and treating reading difficulties.
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