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Presenter(s): Kyomi Dana Gregory-Martin, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session discusses curriculum-based literacy demands and the interests of adolescents who are from varying culturally and linguistically diverse backgrounds. The speaker shares actionable steps to promote students' access and engagement in literacy by developing an intervention plan that promotes a culturally and linguistically supportive setting.
Presenter(s): Samantha C Washington, EdD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Many of the static assessments administered by speech-language pathologists have some degree of cultural assumptions and are often limited in representing diverse groups. This course provides strategies to assess standardized assessments' cultural and linguistic sensitivity and provides guidance for the use of alternative assessment options.
Presenter(s): Elsa Cárdenas-Hagan, EdD, CCC-SLP, CALT
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This session describes the foundational skills of literacy as defined by the National Literacy Panel Report and describes the methods for differentiating language and literacy instruction for school-age students who are learning English. The speaker models evidence-based strategies and provides resources for implementation.
Presenter(s): Julie A Wolter, PhD, CCC-SLP; Laura B Green, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: In this webinar for school-based SLPs, the presenters will discuss the unique needs of middle- and high-school students with language disorders in the context of the "hidden curriculum" of the secondary classroom. The webinar will address how SLPs can empower successful language learning through contextualized language and literacy instruction.
Presenter(s): Amanda J Truitt-Smith, EdD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This course provides an overview of the diagnosis of ADHD and defines different ways ADHD may manifest within the educational setting in students with comorbid communication disorders. The session identifies suggested therapy targets and reviews modification strategies and classroom accommodations that can be added to any IEP.
Presenter(s): Melissa Malani, PhD, CCC-SLP, BCS-CL
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session examines the difference between disciplinary literacy and content-area literacy and takes an in-depth look at the various intricacies of the disciplines. The speaker shares a thinking-points questionnaire to help SLPs collaborate with content-area teachers and determine students’ language needs.
Presenter(s): Teresa Ukrainetz, PhD, S-LP(C)
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: As students move from learning to read to reading to learn, they step onto the path toward becoming active, independent, strategic academic learners. This session explains strategy intervention, which is supported by a strong body of research evidence and well-suited to the expertise and resources of school-based SLPs. The speaker discusses selecting teachable strategies, teaching through spoken interactions around written texts, connecting to the classroom, and moving strategies from SLP teaching tools toward student learning tools. The session demonstrates an evidence-based contextualized skill intervention called Sketch and Speak and discusses core teaching procedures as well as adaptations and extensions for different students and situations.
Presenter(s): Deborah Crawford, MS, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Do you find that your students can answer questions about stories but are not able to tell stories themselves or tell about a personal experience? This session explores strategies for assessing narrative discourse skills, implementing oral narrative intervention strategies, and measuring progress. Strategies can apply to students of all ages.
Presenter(s): Stacey L Pavelko, PhD, CCC-SLP, FNAP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This session demonstrates how to use SUGAR, a method of language sampling analysis, for conducting and analyzing language samples more efficiently and effectively. The speaker shares free resources and a case study, during which participants can use the SUGAR framework to analyze a language sample, interpret the results, select intervention targets, and write curriculum relevant goals. This course is a recorded session from the 2022/2023 online conference "Assessment, Eligibility, and Dismissal in Schools: Strategies, Tools, and Decision-Making." Content disclosure: This session focuses on the SUGAR method of language sampling analysis.
Presenter(s): Sandra L Gillam, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Narrative discourse is an important goal for many students across the age span but can be difficult to characterize and track over time due to the multitude of progress monitoring tools to choose from. This session highlights that one narrative assessment approach does not fit all students and that clinicians need to be able to select a rubric that is sensitive to changes in language ability as it becomes more complex over time. The presenter explores currently available rubrics and scoring systems for measuring oral narrative proficiency that utilize different elicitation procedures and scoring criteria and describes a continuum of narrative ability that can serve as a guideline for choosing rubrics that best serve progress monitoring needs for individual students. This course is a recorded session from the 2022/2023 online conference "Assessment, Eligibility, and Dismissal in Schools: Strategies, Tools, and Decision-Making."
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