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Results 11 - 20 of 27
Credit(s): PDHs: 5.5, ASHA CEUs*: 0.55
Summary: The articles in this journal self-study discuss the literacy difficulties many children with autism spectrum disorder (ASD) experience, with direct clinical implications for literacy assessment and intervention. The articles, which apply to children across the age spectrum, are from a 2021 forum published in Language, Speech, and Hearing Services in Schools, titled “Literacy in Autism—Across the Spectrum.”
Presenter(s): Angela Hein Ciccia, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Pediatric traumatic brain injuries (TBI) are underreported, which means that many children and teens are not getting needed services to help with post-injury cognitive issues that, though often mild, can cause academic and other difficulties. This webinar will discuss recent advances in the characteristics, recovery trajectories, assessments, and interventions for children and adolescents with TBI. Discussion will include evidence-based approaches to assessment and treatment that SLPs can implement immediately in clinical practice. The speaker will also discuss the important role of the SLP as a multidisciplinary team member treating this patient population and advocating for patients/clients/families.
Presenter(s): Kristen M Allison, PhD, CCC-SLP; Jenya Iuzzini-Seigel, PhD, CCC-SLP; Ruth B Stoeckel, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar introduces practical clinical decision-making frameworks for evaluating and treating children with dysarthria and illustrates their application through clinical case examples. The course strives to increase SLPs' confidence in evaluating and treating children with dysarthria.
Presenter(s): Bonnie Brinton, PhD, CCC-SLP; Martin Fujiki, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Social communication involves the integration of language processing, pragmatics, and social and emotional learning, and is a challenge for children who present with developmental language disorder, autism spectrum disorder, and social communication disorder. This session presents a bibliotherapeutic intervention approach that SLPs can implement within a plan-do-review format. This practical approach utilizes brief (~15 minutes) story sharing, story enactment, and journaling activities. The speakers present preliminary efficacy data for the intervention approach as well as provide materials and resources for its implementation. This course is a recorded session from the 2020/2021 online conference “Practical Solutions for Elementary Assessment, Treatment, and Collaboration.”
Presenter(s): Shari Robertson, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This session explores how the core deficits of individuals with autism spectrum disorder (ASD) impact their development of reading comprehension, a critical skill for success in academic, social, and vocational settings. The session—a recorded session from ASHA’s 2020 Schools Connect conference—includes discussion, demonstration, and application of assessment techniques and evidence-supported intervention strategies to facilitate reading comprehension for students with ASD.
Presenter(s): Twyla Yatai Perryman, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Self-advocacy and self-determination skills are important for engaging in successful interactions, achieving goals, and promoting shared perspective-taking, particularly for individuals with autism and other neurodivergent individuals. This on demand webinar explores strategies SLPs can use when working with neurodivergent and autistic children and adolescents to support their self-advocacy and self-determination skills so they can effectively express their preferences and goals.
Presenter(s): Emily B Rubin, MS, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session reviews the neuroscience and evidence-based practices that are essential considerations for creating learning environments that enhance active engagement for pre-symbolic autistic children. The session identifies high-priority objectives in social communication, emotional regulation, and creating learning environments for neurodiverse learners that promote active engagement.
Presenter(s): Laura S. DeThorne, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session describes how to work effectively within the constraints of school-based structures to improve outcomes for elementary school children on the autism spectrum. The speaker highlights key differences between a skills-based vs. supports-based approach to peer interaction in a school-based setting. In addition, she uses two case studies to walk through key elements of designing a supports-based approach—including goal-writing, activity selection, and strategy implementation.
Presenter(s): MaryAnn Romski, PhD, CCC-SLP; Rose A Sevcik, PhD
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: SLPs who work with individuals with development disabilities across the life span are often confronted with myths that may limit the communication of their clients, students, and patients. This on demand webinar examines some of these myths and how they affect the delivery of communication services and supports. The speakers share evidence and case examples that debunk these myths and explain strategies you may use to change perceptions.
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.
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