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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): Elizabeth (Liz) Delsandro, MS, CCC-SLP; Kathryn Basco, MA, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar explores provision of SLP services for preschool and school-age children with mild to moderate impairment in their development as a result of early medical diagnoses and experiences such as premature birth, congenital anomalies, and chronic medical conditions. The speakers discuss the impact of early diagnoses or disorders on children’s future development; the developmental outcomes for these children; and strategies and tools to support these children and their families.
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: These Perspectives (SIG 2) articles focus on approaches for early identification, service delivery, and treatment of traumatic brain injury (TBI). In the first article, Juliet Haarbauer-Drupa and Michael Brink describe the existing literature on preschool children with traumatic brain injury (TBI) and illustrate a model of care for a community. Next, Lori Cook, Nellie Caulkins, and Sandra Chapman explore the potential for cognitive training delivered via telepractice to enhance cognitive performance after mild TBI in adolescence. Lastly, Mary Kennedy offers an update on the evidence the provides possible explanations for speech-language pathologists’ experiences while implementing a coaching approach with college students with TBI.
Presenter(s): Leah L. Kapa, PhD
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Many children with impaired language also have problems with executive function that may affect their language development and/or their responses to language intervention. This session will explore the effects of executive function deficits on language, specifically in the context of speech-language intervention. The speaker will share strategies for identifying executive function deficits and reducing executive function demands on children during speech-language treatment. This course is a recorded session from the 2019/2020 online conference “Innovative Methods for Preschool Assessment, Collaboration, and Treatment.”
Presenter(s): Amy Skinder-Meredith, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Young children with childhood apraxia of speech (CAS) are at risk for difficulties in phonological awareness, which impedes their early reading skills. Incorporating phonological awareness into speech treatment for children with CAS can improve their motor speech as well as early literacy skills. This session discusses the use of dynamic tactile temporal cueing (DTTC) to achieve the correct sequencing of articulatory gestures and explore how to incorporate phonics and phonological awareness instruction for pre-practice and correction of speech sound errors. This holistic approach allows the child to achieve better speech intelligibility while receiving explicit instruction to support a foundation for early reading skills. This course is a recorded session from the 2019/2020 online conference “Innovative Methods for Preschool Assessment, Collaboration, and Treatment.”
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: While the definition of executive function (EF) varies in the literature, it includes, at its core, the skills people use to plan, organize, problem-solve, and set and achieve goals in their daily lives. EF skills start developing in early childhood, and children with EF dysfunction experience social and academic difficulties. This journal self-study explores issues related to the development of EF skills as well as principles and practical strategies for EF assessment and intervention in preschool and school-age children. It also presents an argument for the role of EF in social communication and discusses ways that SLPs can address these skills in treatment. SLPs working with children with EF deficits can use this information to improve assessment techniques and plan intervention strategies to better meet the needs of these children.