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Results 71 - 80 of 94
Presenter(s): Sharon Ringwalt, PhD,
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session examines the basic components and requirements of Part C (Early Intervention) of the Individuals with Disabilities Education Act (IDEA) and discusses the elements of the regulation as they apply to speech-language pathologists. This course is a recorded session from the 2019 online conference “Birth to Three: Working Together to Serve Children and Their Families.”
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.”
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: This self-study features highly read and cited audiology research articles published in 2018 in ASHA’s scholarly journals. Topics reflect the diversity of the field and include: (1) what users need to know to effectively manage hearing aids, (2) how language skills develop in children with cochlear implants, and (3) information available on social media about tinnitus.
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: This journal self-study focuses on several aspects of patient care and management for practitioners who serve children who are deaf or hard of hearing. The articles, originally published in a 2014 issue of Perspectives on Hearing and Hearing Disorders in Childhood, discuss the unique needs of children with mild, minimal, and/or unilateral hearing loss; the effects of fatigue on children with hearing loss; and the importance of monitoring speech-language performance and progress as well as hearing aid use in this population.
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): Vishakha W. Rawool, PhD, CCC-A
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: One approach to addressing diagnosed auditory processing deficits in children is to provide live auditory training augmented by computerized training protocols, which offers several advantages over live training alone. This session will include examples of available computerized auditory training programs designed to improve auditory processing skills along with a review of available literature examining effectiveness of these programs. 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).”
Presenter(s): Nicholas S. Reed, AuD
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: The association between hearing loss and dementia has received significant press coverage. This webinar explores this association and discusses clinical implications. The speaker reviews the literature surrounding hearing loss and dementia to better describe the association, explains potential mechanistic pathways, and describes practical impacts on clinical practice.
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