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Results 21 - 30 of 30
Presenter(s): Kelly Petska, PhD
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session explores mental health conditions—including post-traumatic stress disorder (PTSD), depression, and ambiguous loss—that individuals with TBI often experience. The speaker discusses how to recognize symptoms, normalize the experiences, and support recovery for individuals with TBI. This course is a recorded session from the 2020 online conference “Maximizing Functional Outcomes for Individuals With Traumatic Brain Injuries.”
Presenter(s): Michelle Ranae Wild, MA
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session explores how mobile apps can help adults and adolescents recovering from TBI address common executive function and self-regulation challenges. This course is a recorded session from the 2020 online conference “Maximizing Functional Outcomes for Individuals With Traumatic Brain Injuries.”
Presenter(s): Lyn Turkstra, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: SLP roles, practices, and opportunities when working with children and adults with TBI have transformed over the past two decades. Much of the change has been driven by external forces, including insurance, science, regulations, and more. This session empowers SLPs to drive TBI practice advances in 2020 and beyond, focusing on three key areas: (1) re-imagining intervention for patients with cognitive impairments in acute care and inpatient rehabilitation, (2) defining what we do and how it helps across the recovery continuum, and (3) characterizing “functional” in terms of what it means for people with communication disorders after TBI. This course is a recorded session from the 2020 online conference “Maximizing Functional Outcomes for Individuals With Traumatic Brain Injuries.”
Presenter(s): Nickola W Nelson, PhD, CCC-SLP, BCS-CL
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Written expression is one of the four major modalities (along with listening comprehension, spoken expression, and reading decoding and comprehension) that SLPs need to assess when identifying language and literacy disorders among school-age children and adolescents. This session shares a framework for analyzing the variety of tasks used for written language assessment on standardized tests and considers pros and cons of each to inform decisions regarding eligibility and dismissal. The session includes opportunities to practice applying a multilevel language analysis system to written language samples of students with varied profiles. This course is a recorded session from the 2022/2023 online conference "Assessment, Eligibility, and Dismissal in Schools: Strategies, Tools, and Decision-Making."
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): Kate Hutcheson, PhD, CCC-SLP, BSC-S; Katherine Connelly MA, CCC-SLP
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: This session—a recorded session from ASHA’s 2020 Health Care Connect online conference—discusses cancer basics, treatment options, and their functional impacts as they relate to swallowing and cognitive-communication. The speakers discuss common referrals in acute care oncology settings and describe an algorithm for clinical decision-making.
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: The theme for this Perspectives course is clinical considerations in assessment of children and adults from culturally and linguistically diverse (CLD) backgrounds and providing culturally supporting treatment settings. Topics include (a) acoustic parameters of retroflex sounds, (b) the two-question method for assessing gender identity, (c) assessment recommendations for new language learners, and (d) creating culturally supportive settings to foster literacy development.
Credit(s): PDHs: 5.0, ASHA CEUs*: 0.5
Summary: This journal self-study includes select papers on conversation and discourse production that were presented at the 49th Clinical Aphasiology Conference (2019) in Whitefish, Montana. The articles reflect the current state of research on treatments to improve conversation and discourse production for people with aphasia.
Presenter(s): Catherine Wiseman-Hakes, PhD
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: There is a high prevalence of brain injury among youth and adults in the criminal justice system. The cognitive-communication impairments associated with brain injury can be a risk factor for both justice involvement and recidivism as well as barrier to successful community reintegration. This session focuses on the emerging role of SLPs with this underserved population, which may include assessment and intervention but may also include advocacy as well as training and education of front-line staff and justice professionals.
Presenter(s): Rachel K Powell, PhD, CCC-SLP, BCS-CL
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar (available beginning July 18, 2024) will define and discuss developmental language disorder (DLD) as it relates to the Individuals with Disabilities Education Act (IDEA) regulations. The speaker will explore curriculum-based language assessment methods aligned to grade-level academic standards and share evidence-based interventions to treat DLD in early childhood and elementary school settings.
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