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Results 1 - 10 of 26
Presenter(s): Maria De Leon, MS, CCC-SLP; Vianca Ocampo, MA, CCC-SLP; Alan Vu, MA, CCC-SLP
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: In this course, three SLPs share their perspectives on working with multilingual students and overcoming challenges and barriers to equitable and effective augmentative and alternative communication (AAC) interventions. The course explores practical strategies, tools, and templates to help SLPs engage students and families, support multiple languages in AAC devices for students who are speaking or nonspeaking, and advocate for affirming practices that center the whole child.
Webinar image
Presenter(s): Krista M. Wilkinson, PhD; Adrianna Noyes, MS, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Individuals who use augmentative and alternative communication (AAC) have specific communication needs relevant to accessing mental health care. This on demand webinar will delve into this vital area of care, providing actionable strategies and next steps to SLPs who work with AAC users, regardless of your familiarity with the arena of mental health access.
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.
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.
Credit(s): PDHs: 6.0, ASHA CEUs*: 0.6
Summary: This course focuses on neurodiversity-affirming practices. Five articles discuss the need for neurodiversity-affirming care; research design and reporting in autism intervention research; knowledge, experience, and training of school-based professionals and their familiarity with early communication access for autistic children; themes in spoken narratives produced by autistic adults whose genders are marginalized; and gestalt language processing.
Credit(s): PDHs: 5.0, ASHA CEUs*: 0.5
Summary: These SIG 12 Perspectives articles offer opportunities to extend augmentative and alternative communication (AAC) clinical practice through the inclusion of critical topic areas. They describe survey results and recommendations on disaster preparedness for SLPs to support people who use AAC; propose strategies for clinicians to create a “friendship mindset” in AAC assessment and implementation; offer strategies for designing and implementing Visual Scene Displays (VSDs) as a component within AAC systems for clients across the lifespan; and describe how perspectives of adult part-time AAC communicators support assessment and intervention with beginning communicators who have intermittent, unreliable, and inconsistent speech.
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: This course focuses on best practices, perspectives, and challenges in the assessment and intervention of developmental language disorders in culturally and linguistically diverse (CLD) populations. The articles discuss resources to interpret and use common standardized language assessments in English for CLD school-age youth; increasing Spanish-speaking caregivers’ use of language-promoting strategies in everyday activities with infants and toddlers; and treatment of bilingual children to promote progression in both languages.
Presenter(s): Phyllis R Scott, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Many young adults with mild-to-moderate communication disorders struggle to achieve their postsecondary goals. This on demand webinar equips SLPs working in private practice, health care, or school settings to utilize language-based social-emotional coping strategies to help young adults with language impairments improve their self-efficacy, career readiness, and employability.
Presenter(s): Nickola W Nelson, PhD, CCC-SLP, BCS-CL
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Written expression is one of the four major modalities (along with listening comprehension, spoken expression, and reading decoding and comprehension) that SLPs need to assess when identifying language and literacy disorders among school-age children and adolescents. This session shares a framework for analyzing the variety of tasks used for written language assessment on standardized tests and considers pros and cons of each to inform decisions regarding eligibility and dismissal. The session includes opportunities to practice applying a multilevel language analysis system to written language samples of students with varied profiles. This course is a recorded session from the 2022/2023 online conference "Assessment, Eligibility, and Dismissal in Schools: Strategies, Tools, and Decision-Making."
Credit(s): PDHs: 6.0, ASHA CEUs*: 0.6
Summary: This SIG 10 activity focuses on student perceptions and experiences. In the first article, the experiences of SLP graduate students who previously worked as Speech-Language Pathology Assistants are compared with students who did not come into their programs with such experience. Implications for prospective students and program development are discussed. Next, authors investigate experiences of students and graduates of clinical doctorate programs, including the application process, their career goals and outcomes, and their general reflections on their decision to pursue the doctor of speech-language pathology degree. Third, authors present an examination of SLPs’ perceptions of graduate students in CSD who speak with vocal fry (a low-pitched, grating voice quality). Finally, in a mixed-method study, graduate and undergraduate students participate in a learning-by-teaching experience in two CSD courses. Three years of data is presented.
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