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Presenter(s): Ryan McCreery, PhD
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: The Joint Committee on Infant Hearing (JCIH) was established to develop evidence-based guidelines for supporting infants and young children who are deaf or hard of hearing. In 2019, the JCIH published an updated position statement based on expertise from stakeholder groups – including audiologists, SLPs, pediatricians, early intervention providers, otolaryngologists, and professionals from the Deaf community. This course describes the major changes in the JCIH position statement as well as clinical implications for any professional involved in serving children who are deaf or hard of hearing and their families. This course – part of the SIGnature Series – was developed by SIG 9: Hearing and Hearing Disorders in Childhood.
Presenter(s): Amy Szarkowski, PhD
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Drawing from the fields of infant and child development, social cognitive neuroscience, and social psychology, this webinar will focus on enhancing connection, comprehension, and compassion for the social-emotional needs of children who are deaf or hard of hearing. The speaker – a psychologist with expertise in working with children with reduced hearing and their families – will discuss current and relevant science as well as practical, actionable recommendations to support social-emotional functioning for children who are deaf or have hearing loss. This webinar – part of the SIGnature Series – was developed by SIG 9: Hearing and Hearing Disorders in Childhood.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: This collection of articles presents clinicians with information on some of the most timesensitive topics in dysphagia care of utmost relevance, particularly in the current COVID- 19 pandemic. Firstly, Liza Blumenfeld, Lisa Evangelista, Maggie Kuhn, Kristen Linnemeyer, Nogah Nativ-Zeltzer, and Heather Starmer provide best practice recommendations on the management of patients with head and neck cancers from the speech-language pathology perspective amid COVID-19. Authors Hema Desia and Jennifer Raminick then provide recommendations for safer feeding of infants on high flow oxygen therapy due to acute respiratory failure. Lastly, authors Grainne Brady and Justin Roe, Kellyn Hall and Leslie Johnson, and Annette Askren and Marnie Kershner discuss different aspects of clinician–patient collaborated dysphagia care delivery models and their impact on successful outcomes.
Presenter(s): Corey Herd Cassidy, PhD, CCC-SLP; Cynthia Core, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This webinar explores the nature and typical development of speech sound production in children under age 3 with and without language delays or disorders. The speakers discuss best practices for assessment of speech abilities in young children as well as family-centered strategies to facilitate speech sound development within everyday activities and routines in early intervention.
Presenter(s): Catherine Cronin Carotta, EdD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session introduces a model for implementing early childhood education and assessment practices for children who are deaf or hard of hearing. The presenter uses classroom and home-based video samples to demonstrate how adapting the physical learning environment, addressing the emotional climate, selecting learning formats, and using language facilitation techniques can benefit all children. This course is a recorded session from the 2019 online conference “Birth to Three: Working Together to Serve Children and Their Families.”
Presenter(s): Toby Long, PhD, PT, FAPTA
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Part C (Early Intervention) of the Individuals with Disabilities Education Act (IDEA) emphasizes a team-based model and provides for professional development programs to develop the skills and knowledge of service providers. This session describes the process used to identify and develop effective team-based, interprofessional competencies and discusses their use in practice, with the goal of enhancing outcomes for young children and their families. The session discusses common and discipline-specific competencies and identifies challenges to and solutions for incorporating the competencies into practice. This course is a recorded session from the 2019 online conference “Birth to Three: Working Together to Serve Children and Their Families.”
Presenter(s): MaryAnn Romski, PhD, CCC-SLP; Rose A. Sevcik, PhD
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session provides an overview of myths – widely held but false beliefs – that have hampered the use of AAC in early intervention services (e.g., that a child must be a certain age to benefit from AAC, or that AAC hinders or stops speech development). The presenters provide evidence to refute these common myths and discuss strategies for how to debunk them. This course is a recorded session from the 2019 online conference “Birth to Three: Working Together to Serve Children and Their Families.”
Presenter(s): Maia Braden, MS, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Cleft lip and/or palate is the most common birth anomaly, affecting 1 in 700 live births, but SLPs who work in early intervention often report limited training and comfort with this population. This session provides an overview of cleft conditions from birth to 3 years. The speaker discusses feeding challenges and interventions, surgical timeline, and speech and language development and interventions for infants and toddlers with cleft lip and/or palate. This course is a recorded session from the 2019 online conference “Birth to Three: Working Together to Serve Children and Their Families.”
Presenter(s): Mary Louise Peters, MEd, MS
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Transitioning out of early intervention services can be confusing for families and professionals who support them; the process is often fraught with misconceptions about requirements, entrenched practices, and emotional reactions. This session discusses the regulations related to transitioning out of IDEA Part C services and identifies evidence-based, family-centered, and responsive practices that can help SLPs effectively collaborate with young children, their families, and other professionals for smooth and successful transitions. This course is a recorded session from the 2019 online conference “Birth to Three: Working Together to Serve Children and Their Families.”
Presenter(s): Memorie M. Gosa, PhD, CCC-SLP, BCS-S
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: Feeding and swallowing skills evolve during the first 3 years of life. This session explores the resources needed for effective identification and management of feeding and swallowing disorders in toddlers. This course is a recorded session from the 2019 online conference “Birth to Three: Working Together to Serve Children and Their Families.”
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