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Results 311 - 320 of 412
Presenter(s): Melissa Malani, PhD, CCC-SLP, BCS-CL
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session examines the difference between disciplinary literacy and content-area literacy and takes an in-depth look at the various intricacies of the disciplines. The speaker shares a thinking-points questionnaire to help SLPs collaborate with content-area teachers and determine students’ language needs.
Presenter(s): Stephanie DeAnda, PhD, CCC-SLP; Matthew Hall, PhD; Naomi Caselli, PhD
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session highlights recent advances in understanding language acquisition in children who are deaf/hard of hearing (DHH), with an emphasis on the acquisition of sign languages (either on their own or alongside spoken languages). Speakers present advances in measurement, by introducing three new tools that are available for clinical use: the D-LEAT, the LAPT, and the ASL-CDI 2.0.
Credit(s): PDHs: 5.0, ASHA CEUs*: 0.5
Summary: This SIG 1 activity focuses on how speech sound disorders (SSDs) can have an impact on children’s literacy skills and development. The first article describes the phonological awareness (PA) skills of children with SSDs and compares the relationships between types of speech errors to strengths and weaknesses in their phonological awareness abilities. The second article is a tutorial that aims to provide evidence that supports the use of print and print referencing in speech therapy sessions with children who have SSDs. The third article examines the available evidence for intervention frameworks that support literacy skill development, specifically within the context of SSD intervention. The fourth article reviews why SSDs put children at risk for word reading difficulties and how speech-language pathologists can integrate foundational skills to reduce this risk.
Presenter(s): Shatonda S. Jones, PhD, CCC-SLP, CBIST; Eliza Akua Thompson, EdS, CCC-SLP; Cia Verschelden, MSW, EdD;
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This course explores factors that diminish the cognitive capacity of communication sciences and disorders (CSD) students, including poverty, racism, and discrimination based on socially marginalized identities, including disability. In this course, speakers share ideas for the classroom and clinical environments to provide instructors and clinical supervisors with practical strategies to help students recover the bandwidth they need to learn and thrive.
Presenter(s): Laura B Brooks, MEd, CCC-SLP, BCS-S
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Clinicians working with infants and young children need to understand how the oral, pharyngeal, and esophageal phases of swallowing impact feeding. This session focuses on disorders that impact the esophageal phase of swallowing, and how the clinician can identify and help manage these disorders.
Presenter(s): Tammy L Riegner, AuD; Colleen Sheahan, AuD, CCC-A
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: What is the audiologist's role in providing care for children and adolescents who have experienced concussion/mild traumatic brain injury (mTBI)? This on demand webinar discusses advanced testing of the central auditory and vestibular pathways for young people with concussion/mTBI as well as those with post-concussion syndrome. Whether you have equipment and are ready to start an mTBI protocol in your clinic or you want to learn more about the nature of the symptoms of mTBI, this course provides the tools to help you assist your pediatric patients.
Presenter(s): Elizabeth Adams Costa, PhD
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Published research indicates that outcomes in children with hearing loss are generally lower than their hearing counterparts. Given the cascading effects auditory deprivation and language delays may cause in children, providing differential diagnoses can present a challenge. This course identifies commonly occurring comorbid presentations in children with hearing loss and describes the process of making differential diagnoses.
Presenter(s): Casey Oliver, MS, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session reviews how to collaboratively determine educational need for voice disorder treatment within the school setting. The speaker discusses how school-based clinicians can advocate for students with voice disorders and their families by facilitating improved access to high-quality and comprehensive voice diagnostic and treatment services. The session explores practical strategies for collaboratively screening, assessing, and treating voice disorders as well as strategies for recruiting and leading a team of medical and educational professionals, school staff, student peers, and family members. Lastly, the session explores how to advocate for students with voice disorders in the classroom and how to create a school environment that supports healthy voice use. This course is a recorded session from the 2020/2021 online conference “Practical Solutions for Elementary Assessment, Treatment, and Collaboration.”
Presenter(s): Laura T. Glastetter-Stone, PhD, CCC-SLP; Katelyn F. Slone, MS, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This session provides practical guidelines for provision of collaborative, interprofessional services along the continuum of school-based service delivery. The speakers highlight how to promote collaborative practices and share examples of how we can obtain buy-in and implement these practices with all the students we serve in elementary schools. This course is a recorded session from the 2020/2021 online conference “Practical Solutions for Elementary Assessment, Treatment, and Collaboration.”
Presenter(s): Sarah Gregory, MS, CCC-SLP; Hannah Foley, BA
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: AAC teletherapy can be fun, engaging, and effective with the right tools and strategies. This session provides guidance on setting up AAC systems for modeling during virtual sessions as well as tools SLPs can use to view a student's AAC device virtually. The speaker explores free and low-cost telepractice materials to increase student engagement and make planning more manageable. This course is a recorded session from the 2021 online conference “Expanding AAC: Accessible Strategies for Functional Communication.”
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