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Results 81 - 90 of 109
Presenter(s): Nickola Wolf Nelson, PhD, CCC-SLP, BCS-CL
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session examines methods for gathering written language samples and the rich findings SLPs may gain about a child’s or adolescent’s knowledge of language and related skills, including discussion of advantages and limitations of more- and less-structured assessment methods. The speaker discusses how to apply a language-levels model for analyzing discourse, sentences, word choices, and lexical and sublexical word-structure knowledge and how to use that information to plan goals and language interventions targeting written expression and more.
Presenter(s): Mariam M. Abdelaziz, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This recorded session from ASHA’s 2021 Schools Connect online conference presents an evidence-based balanced literacy approach as a model for assessment and intervention that targets aspects of literacy beyond decoding and comprehension, such as morphology and orthography. The presenter also discusses considerations for culturally responsive assessment and intervention.
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."
Presenter(s): Ginger G Collins, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Motivation often declines as children reach adolescence. Poor motivation inhibits participation and engagement in language-based interventions. The purpose of this presentation is to demonstrate how intervention can be designed to increase client motivation to participate in therapy while improving language-based literacy skills. This session presents motivation and behavior change techniques based on self-determination theory. It also includes examples of how to integrate these techniques into interventions with adolescent clients to satisfy their need for autonomy, relatedness, and competence while simultaneously addressing language-based literacy deficits.
Presenter(s): Linda M Lafontaine, MA, CAGS, CCC-SLP; Maryellen R Moreau, MEd, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: The focus on technology during the COVID-19 pandemic, and in turn, the lessening of in-person interactions, calls for attention to social-emotional learning (SEL) as well as academics. This course shares a method using the metacognitive approach, Story Grammar Marker, with selections of children's literature that target SEL competencies through a narrative development lens.
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): Adrienne R Wallace, MBA, MS, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session reviews the evidence for using theme-based intervention to promote communication development and discusses best practices for using appropriate technology, selecting toys and digital materials that incorporate themes, and formatting telepractice sessions to keep toddlers and preschoolers engaged. Finally, it shares tools for successful planning and documentation.
Presenter(s): Karen McWaters, MOT, OTR/L; Erin Forward, MSP, CCC-SLP, CLC
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This course dives into embodied cognition and the role it plays in creating meaningful experience to grow language within the context of motor and sensory experiences. Presenters explore the partnership of an occupational therapist and speech-language pathologist within a specific case study to further emphasize the value of interdisciplinary care within development and communication.
Presenter(s): Nickola Wolf Nelson, PhD, CCC-SLP, BCS-CL
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session explores the school-based SLP’s role—and how they can advocate for that role—in assessing students’ literate language skills as part of a comprehensive language assessment. The speaker outlines the essential components of a comprehensive language assessment and discusses how to interpret patterns of strengths and weaknesses, with implications for intervention planning. This session is a recorded session from ASHA’s 2020 Schools Connect conference.
Presenter(s): Kimberly Murza, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: In order to best serve adolescent students transitioning to post-secondary settings, SLPs have to keep the end in mind. What are students’ college and/or career goals and how can we use current research on what employers want and what entry-level college courses expect to best prepare them for their future? In this session, the speaker discusses tools to modify intervention plans to incorporate current evidence in neurodiversity and self-determination theory as well as strategies for collaboration with a focus on student strengths.
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