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Results 51 - 60 of 73
Presenter(s): Sierrah Ahnree Harris, MA, CF-SLP; Amanda J O Van Horne, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This session provides tools for evaluating the picture books you currently use, equips you with arguments for why it is ethically important to use representative picture books and other materials, and helps you identify resources to develop a bookshelf that is aligned with your caseload composition. In addition, the presenters describe programs and strategies for implementing these selection practices into your everyday process.
Presenter(s): Kimberly J Green, MA
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This session from ASHA's 2021 Schools Connect online conference provides a foundation for understanding aspects of diversity, equity, and inclusion as they relate to service delivery in the school setting and beyond. The presenter shares case studies, strategies, and resources for best practices in providing culturally responsive services in the current social and public health context.
Presenter(s): Angela J Loucks, AuD, CCC-A, MNZAS; Donna Geffner, PhD, CCC-A/SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This course presents a methodology that allows audiologists to provide (central) auditory processing testing remotely. The course discusses the advantages, disadvantages, and pitfalls of remote testing as well as technology and other requirements. The course is one in a set of practical programs that address specific aspects of remote practice in audiology.
Presenter(s): Lakeisha Johnson, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: SLPs have noted the diagnostic challenge of distinguishing between the clinical indicators of language disorder, language delay based on the impacts of being reared in poverty, and the linguistic variation of students who speak African American English (AAE). This session discusses evidence-based assessment and treatment practices that SLPs can utilize when working with speakers of AAE and other nonmainstream dialects to help them identify students with true language and literacy disorders and provide needed interventions in a timely manner.
Credit(s): PDHs: 5.5, ASHA CEUs*: 0.55
Summary: The articles in this journal self-study discuss the literacy difficulties many children with autism spectrum disorder (ASD) experience, with direct clinical implications for literacy assessment and intervention. The articles, which apply to children across the age spectrum, are from a 2021 forum published in Language, Speech, and Hearing Services in Schools, titled “Literacy in Autism—Across the Spectrum.”
Presenter(s): Elizabeth (Liz) Delsandro, MS, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar will help fill up your toolbox of strategies to help children with autism spectrum disorder engage in learning and social interactions. The webinar will share practical, visual-based tools that SLPs who work with school-age children with autism can use to build on strengths and promote participation, engagement, and relationships.
Presenter(s): Elizabeth (Liz) Delsandro, MS, CCC-SLP; Kathryn Basco, MA, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar explores provision of SLP services for preschool and school-age children with mild to moderate impairment in their development as a result of early medical diagnoses and experiences such as premature birth, congenital anomalies, and chronic medical conditions. The speakers discuss the impact of early diagnoses or disorders on children’s future development; the developmental outcomes for these children; and strategies and tools to support these children and their families.
Credit(s): PDHs: 7.0, ASHA CEUs*: 0.7
Summary: This journal self-study course highlights various instructional strategies that demonstrate positive progress for students with autism spectrum disorder (ASD). The findings and recommendations can assist SLPs in choosing strategies that produce targeted outcomes for students with ASD on their caseload.
Presenter(s): Laura S. DeThorne, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session describes how to work effectively within the constraints of school-based structures to improve outcomes for elementary school children on the autism spectrum. The speaker highlights key differences between a skills-based vs. supports-based approach to peer interaction in a school-based setting. In addition, she uses two case studies to walk through key elements of designing a supports-based approach—including goal-writing, activity selection, and strategy implementation.
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.”
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