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Results 11 - 20 of 26
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.”
Credit(s): PDHs: 7.0, ASHA CEUs*: 0.7
Summary: SLPs are working with an increasing number of children and families who identify as bilingual, multilingual, or dual language learners (DLLs). This journal self-study explores how family expectations can impact the effectiveness of interventions, how expectations may vary across cultures, and what SLP interventions are considered evidence-based when working with DLLs and culturally and linguistically diverse families.
Presenter(s): Marge Blanc, MA, CCC-SLP; Lillian Stiegler, PhD, CCC-SLP; Alexandria Zachos, MS, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar focuses on case examples that demonstrate a language-based approach to managing echolalia, from delayed echolalia to self-generated language. Using video clips and language sample excerpts, the speakers describe the stages of gestalt language development, illustrate the varieties of echolalia, and review case examples of the successful use of the Natural Language Acquisition (NLA) protocol to support gestalt language development in three individuals. The speakers also propose transparent terminology that can be used to help explain NLA to colleagues and families.
Presenter(s): Orlando L. Taylor, PhD; Walt Wolfram, PhD
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This on demand webinar explores how the history of African American Language (AAL) relates to culturally sensitive and responsive practices in communication disorders. The webinar features first-time screenings of several excerpts from “The History of African American Language.” During the webinar, sociolinguist Walt Wolfram and African American Language scholar and SLP Orlando Taylor discuss the impacts of the history of African American Language on clinical practices for professionals working with individuals who speak AAL.
Presenter(s): Jennifer Black, MA, CCC-SLP, IMH-E
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Developmental trauma has deleterious effects on social skills, cognitive abilities, and learning due to changes in the brain in response to these experiences. This on demand webinar will discuss relevant research and speech-language treatment approaches for children and adolescents who have experienced developmental trauma. This webinar – part of the SIGnature Series – was developed by SIG 1: Language Learning and Education.
Credit(s): PDHs: 9.0, ASHA CEUs*: 0.9
Summary: This journal self-study course is composed of papers from a 2019 Research Forum, Advancing Statistical Methods in Speech, Language, and Hearing Sciences. These selected articles provide advanced-level discussion about clinically relevant statistical methodologies to give speech-language pathologists a stronger foundation from which to analyze and understand the statistical research they come across to decide when and how to apply it in practice.
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): Lesley E. Mayne, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar presents an organizational framework for planning AAC intervention that maximizes communication for children with autism spectrum disorder (ASD). The course presents strategies to support children with ASD and their communication partners, including clinicians, parents, and teachers. The speaker defines the “mask of attention” for children with ASD; discusses factors that contribute to the challenge of looking behind this mask to increase communication; and demonstrates how to plan and organize a goal-driven AAC intervention session.
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): Donna Geffner, PhD, CCC-A/SLP; Deborah Ross-Swain, EdD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Comprehensive management and treatment for children with CAPDs necessitates effective evaluation of co-morbidities and other related factors. This session will examine language and other deficits that often affect kids with CAPDs, including those in reading, receptive language, higher-order language, executive functions, written language, and social/emotional behaviors. The speakers will discuss the relevant assessments that are available to contribute to a holistic evaluation to inform management and treatment decisions. This course is a recorded session from the 2018/2019 online conference “Central Auditory Processing Disorders (CAPD).”
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