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Results 151 - 160 of 402
Presenter(s): Erin S Ross, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session explores the challenges presented by the different perspectives on infant feeding among the caregiving team in the neonatal intensive care unit (NICU). The speaker discusses the evidence-based recommendations related to feeding, eating, and nutrition that were recently published by the First Consensus Conference on Standards, Competencies and Best Practices for Infant and Family-Centered Developmental Care in the Intensive Care Unit. The speaker uses a case study to illustrate how the SLP may use these standards and competencies to partner with the family, infant, and care team and improve feeding outcomes.
Presenter(s): Joneen Lowman, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This session from ASHA's 2021 Schools Connect online conference explores best practices for delivering telepractice within the educational model. Using the evidence-based practice triangle of clinical expertise, evidence, and student-caregiver perspectives as a guide, the presenter discusses issues to consider before, during, and after a tele-encounter. The presenter explains cognitive load theory and computer-mediated communication and their application to digital evaluation and treatment. The session also includes methods and strategies for selecting and designing digital and nondigital assessment and treatment materials.
Presenter(s): Angela H Ciccia, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Pediatric traumatic brain injury (TBI) is a leading cause of acquired disability in childhood, and students with TBI often experience challenges that fall within the SLP scope of practice. This session presents practical information, tips, and strategies that SLPs can use to improve service provision for students with TBI.
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): Marie Ireland, MEd, CCC-SLP, BCS-CL
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This session integrates federal and state regulations for evaluation and eligibility for speech-language services with best practice and research in the field. The speaker explains how comprehensive evaluation and documentation of all required eligibility criteria can ensure quality services and combat the challenges of overidentification and high caseloads. This course is a recorded session from the 2020/2021 online conference “Practical Solutions for Elementary Assessment, Treatment, and Collaboration.”
Presenter(s): Kendrea L. (Focht) Garand, PhD, CScD, CCC-SLP, BCS-S, CBIS, CCRE
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This session—a recorded session from ASHA’s 2020 Health Care Connect online conference—explores typical variations in the adult swallow, with a specific focus on changes observed in older adults. The speaker discusses the influence of additional factors (e.g., medications, lab values) on swallowing function as well as shares MBSS videos/images.
Presenter(s): Lesley J Sylvan, EdD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session explores SLPs' active role within the Multi-Tiered Systems of Support (MTSS) framework and describes its alignment with related educational frameworks and concepts such as Response to Intervention (RtI), Common Core State Standards (CCSS), and Universal Design for Learning (UDL). The speaker shares how SLPs can balance their efforts to work with at-risk students within an MTSS framework with the obligation to meet the needs of students with identified disabilities. The presenter also describes how SLPs can consult and collaborate with other educators in addition to directly supporting students.
Presenter(s): Adena R Dacy, MS, CCC-SLP; Ashley Renee Larisey, MS, CCC-SLP; Kate Ahern, MS
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This recorded dialogue features speech-language pathologist Ashley Larisey and educational specialist Kate Ahern, who discuss strategies and ideas for engaging middle and high school students and for supporting AAC learning at home for students of all ages.
Presenter(s): William H Shapiro, AuD, CCC-A
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session discusses auditory brainstem implants (ABI) as an option for individuals who typically cannot benefit from conventional amplification or cochlear implants as they don't have an implantable cochlea or functioning 8th nerve. The session describes the ABI journey from candidacy to surgery to activation and follow-up. The speaker discusses the history of ABI, anatomy of the auditory pathway, interprofessional education and interprofessional practice related to ABI, and ABI clinical trial data.
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.
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