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Results 61 - 65 of 65
Presenter(s): Kim Murza, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: School-based SLPs don't have enough time, and neither do students. This course – part of a series that proposes practical approaches to overcoming the big challenges school-based SLPs face – emphasizes how to use your role as a "coach" and "independence facilitator" to make better use of time and confront the ever-present challenge of time constraints. The speaker will guide you through an activity designed to identify implementable solutions that are tailored to your particular circumstances.
Presenter(s): Kim Murza, PhD, CCC-SLP
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: To make a difference for our students we can’t work alone; yet, collaboration is hard. This course – part of a series that proposes practical approaches to overcoming the big challenges school-based SLPs face – focuses on concrete, realistic strategies for making collaboration work in schools, using case scenarios to explore different implementations of collaboration. The course guides you through practice activities designed to identify solutions tailored to your environment and the unique communication needs of your students. The course also includes strategies that will make you a more effective advocate at all levels – for your students, yourself, and the concept of collaborative services in general.
Presenter(s): Kim Murza, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Working at the “top of the license” requires SLPs to take a close look at their workload while balancing the need to support a collaborative school culture. This course – the first in a series that proposes practical approaches to overcoming the big challenges school-based SLPs face – will help you analyze your workload while considering the question, “What really requires my expertise?” The speaker will help you explore the underlying issues you face in your school and examine the many hats SLPs wear. Before you can determine what could be, it’s important to first figure out what is, and this course is your starting point.
Presenter(s): Tena L. McNamara, AuD, CCC-A/SLP; Cynthia McC ormick Richburg, PhD, CCC-A
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Making appropriate recommendations and developing a relevant intervention plan can be challenging for professionals who treat children with auditory difficulties. This session will provide four case studies of children diagnosed with varying difficulties in auditory skills. The presenters will discuss intervention strategies, goals, and objectives for each case, reflecting an Individualized Education Program/Individualized Service Plan or 504 Plan, and taking into account Common Core and other state standards/curricula. This course is a recorded session from the 2018/2019 online conference “Central Auditory Processing Disorders (CAPD).”
Presenter(s): Jeanane M. Ferre, PhD, CCC-A
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Knowing when, why, and who to refer for central auditory evaluation is challenging, particularly in school settings. This session will address questions that professionals who work in schools or with young people may face: Are there “red flags" for a CAPD? What will I know after the evaluation that I don’t already know? Will results change services? Are we “overtesting/over-referring”? Are there ways to provide screening and/or intervention services that align with school-based RtI/MTSS models of intervention? How can schools screen for processing issues in ways that meet students’ needs and use resources efficiently? After screening, what’s next? Are procedures different across work settings? This course is a recorded session from the 2018/2019 online conference “Central Auditory Processing Disorders (CAPD).”
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