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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.
Presenter(s): Kara B Corley, MS, CCC-SLP; Toby Loewenstein, MEd, MS, CCC-SLP; Victoria Sharaga, MS, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session provides instruction on creating and using readily producible visual aids (i.e., video play models, static play photos, Play Plan) to support executive function (EF), play, and narrative skills in preschoolers with DLD. The session discusses how EF difficulties present in preschoolers with DLD and strategies that can be immediately applied in intervention sessions and the classroom.
Presenter(s): Rachel B Archambault, MA, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Trauma-informed care is a newer topic within the field of speech-language pathology. This session identifies how to recognize trauma in the school setting and identify when a student is dysregulated, and explores language to address trauma that helps reduce possible harm and retraumatization.
Presenter(s): Yvette D Hyter, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session focuses on what SLPs can do to support language, literacy, and social communication in children with a history of trauma. The presenter discusses trauma-informed and culturally responsive assessment and intervention planning.
Presenter(s): Yvette D Hyter, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Speech, language, and hearing clinicians are often the first group of professionals that encounter children who have experienced trauma resulting from a history of maltreatment. This session explores the impact that maltreatment and trauma have on brain development, language, literacy, and social pragmatic communication.
Presenter(s): A. Lynn Williams, PhD, CCC-SLP, FNAP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session provides a deep understanding of the key features that distinguish the phonological contrastive approaches, which will guide clinicians in selecting the most appropriate approach for a given child. The speaker uses a "knowledge-on/hands-on" approach to guide you in designing intervention for the different contrastive approaches.
Presenter(s): Angela Joy Neal, MS, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session explores how to prevent speech sound disorders through a variety of methods and approaches within the general education, multi-tiered systems of support framework. The session focuses on co-teaching and training of teachers on the overlap of speech sound production and reading instruction as part of a speech-to-print approach. The speaker shares supports and resources for including parents as partners.
Presenter(s): Kathryn L Cabbage, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session discusses the unique factors associated with school-based settings that can make implementation of research-based treatment for speech sound disorders (SSD) challenging. The speaker reviews key characteristics of evidence-based SSD intervention, discusses how these can be applied in school settings, and explores core involvement of speech-language pathology assistants in schools.
Presenter(s): Lissa Power-deFur, PhD, CCC-SLP, BCS-CL
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Speech-language pathologists working in schools include measurable goals and benchmarks in students' IEPs. By reviewing speech sound assessment information, including narrow transcription of a student's utterances, the goals can be tailored to the student, thereby facilitating goal attainment. Treatment data can be invaluable for adjusting goals throughout the child's eligibility for special education.
Presenter(s): Tamby Allman, EdD; Sneha V Bharadwaj, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session explores treatment targets and evidence-based practices to improve language and literacy outcomes for school-age children who are Deaf or hard of hearing. The speakers outline the heterogeneity that exists in the Deaf and hard of hearing population, summarize recent literature on predictors of language and literacy outcomes as well as the current status of literacy attainment in this population, and discuss evidence-based strategies to improve language and literacy outcomes.
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