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Presenter(s): Melanie W. Hudson, MA, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This course is one part of a four-course learning path/course set, Foundations of Effective Supervision. Feedback and reflection is a key component of professional growth—for supervisees and supervisors. Self-assessment plays a vital role in improving the skills of clinical educators, preceptors, mentors, and supervisors, and this course will provide the opportunity for clinicians to explore their own competencies in supervision based on the results of a self-assessment tool. The course will discuss specific competencies from five overall knowledge and skill areas and give participants the opportunity to brainstorm and share scenarios. Participants will walk away with specific goals to improve their knowledge, skills, and competencies in supervision.
Presenter(s): Judy Rich, EdD, CCC-SLP; JoAnn Wiechmann, EdD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This webinar examines legal cases from around the U.S. that address common challenges that school-based SLPs face when making recommendations and providing services. The course incorporates the ASHA Code of Ethics to highlight relevant ethical principles and also reviews conflict resolution steps to facilitate work relationships that benefit student services.
Presenter(s): Nathan Cornish-Raley, MS, CCC-SLP; Joneen Lowman, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This course is designed for speech-language pathologists and audiologists with little to no experience with telepractice who have suddenly found it necessary to deliver their services remotely. The presenters address regulations, technology options, policies and procedures, the role of support personnel, and best practices to give clinicians the key information they need to prepare for offering quality services through telepractice.
Presenter(s): Michelle Boisvert, PhD, CCC-SLP
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: This course—a recorded session from ASHA’s 2017 Private Practice Connect conference—reviews a service delivery model using a series of single-subject research designs to demonstrate the efficacy of telepractice compared to traditional on-site services. The presenter discusses practical strategies as well as common logistical concerns about implementing a telepractice program, including defining on-site facilitator roles and responsibilities as well as detailing what collaboration between the clinician and on-site team looks like.
Presenter(s): Wayne A. Foster, PhD, CCC-SLP/A
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This webinar addresses situations across practice settings that could present ethical dilemmas, including client abandonment, billing, conflicts of interest, confidentiality, employer demands, and professional or product misrepresentation. The presenter provides strategies to help professionals determine if an ethical dilemma exists, what course(s) of action one might take, and steps one might consider in an effort to avoid such situations in the future.
Presenter(s): Ellen Cohn, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar explores how telepractice (also known as telespeech, teleaudiology, and telehealth) is revolutionizing clinical care and describe how ethical principles can inform and inspire exemplary telepractice that serves to improve the quality of life for individuals with communication disorders. The presenter shares clinical scenarios that present the fundamentals of telepractice, with a focus on the guiding principles in the ASHA Code of Ethics. The webinar discusses lawful practice, ethical communication, and upholding client well-being.
Presenter(s): Tracy Sippl, MS, CCC-SLP
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: SLPs who work in schools – particularly those who are less experienced with telepractice – may be concerned about the effects on their students’ outcomes and their own job security if telepractice became commonplace in their district. This course – a recorded session from ASHA’s 2019 Schools Connect conference – explores how services delivered via telepractice and on-site can work in tandem to improve student outcomes and clinician caseloads.
Presenter(s): Kelly Farquharson, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Do you wonder why you have children on your caseload who have had the same speech sound production errors for years? Do you wonder what you can do to help the 5th grader who continues to have trouble with the /r/ sound? Do you wonder what happens to these children after they are off your caseload? This webinar will discuss these and other questions that the presenter herself had as a practicing school-based SLP and that she now attempts to solve as a researcher. In this webinar, she will explore the factors that influence language, literacy, and cognitive skills for children with early, persistent, and remediated speech sound disorders. Discussion will include how SLPs can help these children more quickly as well as assessment considerations for ensuring the best outcomes from intervention.
Presenter(s): Melanie W. Hudson, MA, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: It’s not a matter of "if" but rather "when" the school-based SLP assumes the role of a supervisor. This course explains the key elements of the supervisory process and defines the roles and responsibilities of both the supervisor and the supervisee in the school setting. The speaker discusses relationship development, communication, and the role and influence of supervisory style on supervisee performance and decision-making.
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.0
Summary: SLPAs who want to become ASHA-certified and hold the C-SLPA credential must meet the requirements set forth in the Standards for SLPA Certification. This six-module set meets the requirement for Eligibility Pathways 2 and 3. Note: These modules are not eligible for ASHA CEUs.
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