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Results 81 - 90 of 399
Presenter(s): Cheryl C Sancibrian, MS, CCC-SLP, BCS-CL
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Dismissing students from intervention can be a difficult and sometimes contentious process. How do we determine when services for speech sound disorders are no longer warranted? This session explores modifying treatment conditions and intensity to achieve the best outcomes and using established exit criteria to make informed decisions about dismissal from services.
Presenter(s): Elizabeth D Peña, PhD, CCC-SLP
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: A significant portion of school-age children speak languages in addition to English. To make appropriate diagnostic decisions when there are few available measures, SLPs must conduct assessments that have good classification accuracy and that are culturally and linguistically appropriate. This session addresses questions about assessments for bilingual or multilingual children, such as: How do we know how to select the best test for clinical diagnostic decision-making? What evidence-based procedures can we use? What are appropriate procedures for interpreting assessment results from children who use different varieties of English?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): Pamela A Terrell, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session focuses on ideas to allow you to make the most of your valuable time by empowering additional stakeholders to be partners in early literacy skill development and education. The session discusses ways to train parents, preschool teachers, community organizers, childcare providers, and health care providers to embed fun and relevant activities into daily routines to promote early literacy in natural environments.
Presenter(s): Julie A G Stierwalt, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Principles of motor learning (PML) are guidelines developed for the purpose of training motor execution of movement. Initially designed for training in the limbs, the methods have been adapted for use with the oral motor system. This course reviews how PML can be employed in training protocols targeting speech production.
Presenter(s): Christina E Gildersleeve-Neumann, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session discusses the use of valid assessment practices to differentiate childhood apraxia of speech (CAS) from other speech sound disorders. It also provides a framework for preferred treatment practices that focus on increasing meaningful communication. The speaker addresses working with both monolingual English-speaking and multilingual children with CAS.
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): Perry Flynn, MEd, CCC-SLP
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: This session explores the rationale for using a variety of service delivery modes to ensure elementary-age students are being served according to IDEA in the least restrictive environment (LRE). The speaker shares how SLPs can guide IEP teams to consider a variety of service delivery options. Lastly, the session discusses how to align speech-language intervention to curriculum materials and educational standards. This course is a recorded session from the 2020/2021 online conference “Practical Solutions for Elementary Assessment, Treatment, and Collaboration.”
Presenter(s): Laura S. DeThorne, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session describes how to work effectively within the constraints of school-based structures to improve outcomes for elementary school children on the autism spectrum. The speaker highlights key differences between a skills-based vs. supports-based approach to peer interaction in a school-based setting. In addition, she uses two case studies to walk through key elements of designing a supports-based approach—including goal-writing, activity selection, and strategy implementation.
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): Eusebia V Mont, MS, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: While multiple factors may influence the training of future communication sciences and disorders (CSD) professionals, universities must prepare students to work in a diverse and evolving world. There are many ways to promote essential concepts like cultural humility and inclusive practices within preservice and professional practice. This course offers practical strategies for integrating diverse perspectives, ensuring students develop and utilize the skills necessary to serve diverse populations and foster belonging in professional settings.
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