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PD103134
Presenter(s): Courtney T Byrd, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar (available beginning October 31, 2025) will provide an overview of the strengths-based CARE Model framework for stuttering treatment that supports children and adults who stutter in building authentic communication skills. The course will include video of intervention sessions in action and provide concrete strategies for affirming and expanding each person's distinct strengths across four foundational pillars (communication, advocacy, resilience, and education).
PD103134L
Presenter(s): Courtney T Byrd, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This live webinar (rescheduled date: October 29, 2025, 3-5 p.m. ET) will provide an overview of the strengths-based CARE Model framework for stuttering treatment that supports children and adults who stutter in building authentic communication skills. The course will include video of intervention sessions in action and provide concrete strategies for affirming and expanding each person's distinct strengths across four foundational pillars (communication, advocacy, resilience, and education).
New On Demand Webinar
Presenter(s): Courtney T Byrd, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar (available beginning October 24, 2025) will provide an overview of the strengths-based CARE Model framework for stuttering assessment, which reframes stuttering services by shifting focus away from the frequency or severity of disfluencies and instead highlights each person's distinct strengths across four key pillars (communication, advocacy, resilience, and education). The speaker will provide examples of assessment that can lead to meaningful, functional outcomes and actionable, short-term goals that empower children and adults who stutter to speak with confidence, authenticity, and agency.
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.
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Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: Case study is a valuable instructional tool for advancing knowledge and skills in clinical practice. In this SIG 4 Perspectives activity, learners will read three peer-reviewed case study presentations emphasizing unique aspects of stuttering treatment in preschool children and adults.
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.
Presenter(s): Derek E Daniels, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Individuals who stutter--as well as their families--can experience a range of emotions, thoughts, and interactions around stuttering that can negatively impact quality of life. Counseling is a critical area of SLP practice to address these needs. This on demand webinar addresses the need for counseling, essentials of counseling, and principles of effective and practical counseling for individuals who stutter and their families.
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: 3.5, ASHA CEUs*: 0.35
Summary: In this SIG 4 activity, authors describe ways to (a) increase speech-language pathologists’ comfort with treating stuttering by providing a structured grouping of activities centered around using education, ease, and empowerment (Gore & Margulis); (b) continue using empirical evidence and clinical experience to make informed decisions about assessment procedures for young children who stutter (Singer & Kelly); and (c) provide holistic speech-language therapy services for stuttering using telehealth (McGill & Schroth). Each of these articles provides practicing clinicians ways to gain confidence in their abilities to provide evaluations and treatment across delivery paradigms.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: In this SIG 4 activity, authors describe ways to (a) increase speech-language pathologists’ comfort with treating stuttering by providing a structured grouping of activities centered around using education, ease, and empowerment (Gore & Margulis); (b) continue using empirical evidence and clinical experience to make informed decisions about assessment procedures for young children who stutter (Singer & Kelly); and (c) provide holistic speech-language therapy services for stuttering using telehealth (McGill & Schroth). Each of these articles provides practicing clinicians ways to gain confidence in their abilities to provide evaluations and treatment across delivery paradigms.
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