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Results 11 - 19 of 19
Presenter(s): Cynthia J. Cress, PhD, CCC-SLP
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: Learning to gesture or use aided AAC for intentional communication with a partner is challenging for some infants and toddlers with complex communication needs. This session explores a variety of intervention strategies that improve pre-intentional and intentional communication skills using various AAC modalities and some of which incorporate families and caregivers. The speaker shares live illustrations and video examples of young children who have various difficulties with pre-intentional communication and problem solves about how intervention can structure the learner’s experiences to fill in gaps. This course is a recorded session from the 2021 online conference “Expanding AAC: Accessible Strategies for Functional Communication.”
Presenter(s): Vicki Clarke, MS, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session examine the often-daunting process of moving a child who is minimally verbal or nonverbal from a basic to a full-featured AAC system. The session covers the selection, use, and goal-setting process for a basic, functional communication and language development system while planning for assessment for and implementation of a fuller system. The speaker shares suggestions for designing effective intervention sessions and ideas for helping the team get on board. This course is a recorded session from the 2021 online conference “Expanding AAC: Accessible Strategies for Functional Communication.”
Presenter(s): Tami Altschuler MA, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Regardless of their age, patients in critical and acute care settings may experience communication difficulties due to the nature of their illness and the medical interventions they require. This session discusses augmentative and alternative communication (AAC) for these patients, including evaluation and intervention considerations, resources, and materials to support AAC service delivery.
Presenter(s): Michelle Boisvert, PhD, CCC-SLP
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: This course—a recorded session from ASHA’s 2017 Private Practice Connect conference—reviews a service delivery model using a series of single-subject research designs to demonstrate the efficacy of telepractice compared to traditional on-site services. The presenter discusses practical strategies as well as common logistical concerns about implementing a telepractice program, including defining on-site facilitator roles and responsibilities as well as detailing what collaboration between the clinician and on-site team looks like.
Presenter(s): Ann Glang, PhD; Melissa McCart, EdD
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This session focuses on best practices and policies for schools to ensure that students successfully “return to learn” following a concussion/mild TBI. This course is a recorded session from the 2020 online conference “Maximizing Functional Outcomes for Individuals With Traumatic Brain Injuries.”
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.”
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: SLPs who work with children who use augmentative and alternative communication (AAC) need a broad base of knowledge in evidence-based assessment, system designs, and implementation practices, particularly as technological innovations in AAC proliferate. This journal self-study explores of all of the above. The first article provides a useful framework for assessment that distinguishes essential components according to the child’s motor and cognitive abilities. Two articles examine design features: The first examines consistency of symbol location to increase efficiency, and the second looks at characteristics of naturalistic displays and their effects on gaze behavior according to clinical profiles. The final article in this self-study reviews practices for training communication partners of children who use AAC.
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).”
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