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Presenter(s): Donna Murray, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar identifies and discusses specific early pre-verbal, verbal, and social features of autism spectrum disorder (ASD) and common co-occurring factors. The speaker explains the importance of differential diagnosis of ASD – including the role of the SLP in the process – and discusses ASD-specific assessments and best practice evaluation methods.
Presenter(s): Mary O’Leary Kane, MA, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Many school-based personnel are unsure how to best support students with cochlear implants, and this session explores how clinicians across settings (clinics and schools) and professions (audiologists, SLPs, and educators) can work together to help students reach their goals. This course is a recorded session from the 2019 online conference “Audiology 2019: Cochlear Implants.”
Presenter(s): Jennifer P. Lundine, PhD, CCC-SLP, BCANCDS
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This session addresses issues that children and adolescents with cancer face as they transition between medical treatment and school. The speaker discusses the roles of the SLP and other team members in helping children make these adjustments. This course is a recorded session from the 2019 online conference “Cancer Care: Enhancing Communication, Swallowing, and Quality of Life.”
Presenter(s): Tena L. McNamara, AuD, CCC-A/SLP; Cynthia McC ormick Richburg, PhD, CCC-A
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Making appropriate recommendations and developing a relevant intervention plan can be challenging for professionals who treat children with auditory difficulties. This session will provide four case studies of children diagnosed with varying difficulties in auditory skills. The presenters will discuss intervention strategies, goals, and objectives for each case, reflecting an Individualized Education Program/Individualized Service Plan or 504 Plan, and taking into account Common Core and other state standards/curricula. This course is a recorded session from the 2018/2019 online conference “Central Auditory Processing Disorders (CAPD).”
Presenter(s): Jeanane M. Ferre, PhD, CCC-A
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Knowing when, why, and who to refer for central auditory evaluation is challenging, particularly in school settings. This session will address questions that professionals who work in schools or with young people may face: Are there “red flags" for a CAPD? What will I know after the evaluation that I don’t already know? Will results change services? Are we “overtesting/over-referring”? Are there ways to provide screening and/or intervention services that align with school-based RtI/MTSS models of intervention? How can schools screen for processing issues in ways that meet students’ needs and use resources efficiently? After screening, what’s next? Are procedures different across work settings? This course is a recorded session from the 2018/2019 online conference “Central Auditory Processing Disorders (CAPD).”
Credit(s): PDHs: 5.0, ASHA CEUs*: 0.5
Summary: This self-study is composed of research presented at the 2017 ASHA Convention Research Symposium, “Advances in Autism Research: From Learning Mechanisms to Novel Interventions.” These journal articles – published as part of a 2018 research forum in the Journal of Speech, Language, and Hearing Research – explore the clinical implications of current research on SLPs’ work with children with autism spectrum disorder (ASD). Specific topics include ways to personalize intervention, the interaction between language and executive functioning, how a child’s ability to interact differently with their environment impacts communication, and factors that may influence the development of shape bias, which is an important factor in vocabulary development.
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: The articles in this journal self-study highlight potential benefits of video games in the clinic and classroom. The articles demonstrate how gaming principles and applied video game design can result in measurable behavioral changes across populations that SLPs serve. The first article describes principles of video games that can enhance efficiency and motivation in intervention and then illustrates these principles in a case study. The second article describes the social-emotional benefits of video games as a leisure activity according to individuals with autism spectrum disorder. The final three demonstrate practical applications of video games for motor learning in individuals with velopharyngeal dysfunction and hypokinetic dysarthria as well as for classroom-based learning.
Presenter(s): Emily Rubin, MS, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Infants, children, and adolescents with autism spectrum disorder (ASD) vary greatly in their needs, as the core challenges differ depending upon developmental level, family and child preferences, and more. This webinar illustrates how to use the evidence-based SCERTS framework in assessment as well as intervention planning and delivery to support social communication and relationship development. The webinar focuses on children at three different developmental levels – before using words, emerging language, and conversational.
Presenter(s): Maria Del Duca, MS, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This webinar will answer common questions SLPs may have about working with children with social and/or emotional issues: What types of social/emotional issues (including and beyond those associated with autism spectrum disorder) can children exhibit? Do these issues impact communication development and, if so, how? How can we identify early signs, symptoms, and risk factors of social/emotional disorders in young children? What roles do SLPs play when working with children with social/emotional deficits – in language assessment/intervention and beyond? When do we treat? When do we refer?
Presenter(s): Raul Prezas, PhD, CCC-SLP
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: This video program provides comprehensive information about identifying, assessing, and treating bilingual children ages 3–11 who have highly unintelligible speech. The presenter discusses case studies and current research to provide concrete solutions to common challenges such as figuring out where to begin when providing services, identifying bilingual children at-risk for other concomitant deficiencies, differentiating language difference vs. disorder, and selecting the most effective treatments.
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