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Results 31 - 38 of 38
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: 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): 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.
Presenter(s): C. Melanie Schuele, PhD, CCC-SLP
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: Clinicians frequently find that children with speech sound disorders progress in intervention more slowly than desired, or they may make expected progress within sessions but not carry over or generalize improved speech skills to their daily activities. There is some evidence that using normalized speech sound intervention – treatment activities that reflect the real-world activities and interactions in which children communicate – can lead to more rapid increases in intelligibility. This course will provide participants with the knowledge and skills to implement normalized speech sound intervention using age and developmentally appropriate curriculum-based learning activities in which the production of speech sound targets is integrated in meaningful verbal and social interactions.
Presenter(s): Kathryn Clapsaddle, MS, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Augmentative and alternative communication (AAC) can be life-changing for many individuals, but due to its complex and commercial nature, it also comes with a myriad of potential ethical concerns. Clinicians can improve AAC assessment and intervention outcomes for those they serve by being confident they are making ethically informed decisions about AAC use. This webinar uses case studies to discuss common ethical dilemmas encountered in the use of AAC, leaning on the ASHA Code of Ethics for support. The presenter outlines a process for ethical decision-making and shares trends in school and health care settings that affect ethical decision-making as it relates to AAC use.
Presenter(s): Linda Watson, EdD, CCC-SLP; Jessica Dykstra Steinbrenner, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This webinar will explain how improving pretend play skills in preschool children with autism spectrum disorder (ASD) can “play it forward” to improve a wide array of social and communication skills. The presenters will provide practical information to aid speech-language pathologists in selecting goals and strategies that will support the expansion of pretend play in young children with ASD.
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