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Results 71 - 80 of 156
Presenter(s): Charlette M Green, CAGS, MA, CCC-SLP, BCS-CL; Christina D Bradburn, MS, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Working as a school-based SLP is exciting and rewarding-when you understand your role! This on demand webinar provides SLPs who are new to the school setting with effective practices, resources, and an introduction to the Individuals with Disabilities Education Act (IDEA). The speakers share practical strategies to support a workload approach to services, helping you balance the work you are given with the time you have. The webinar includes tips for scheduling your days and tracking your work for maximum impact, creative service delivery models, specific intervention ideas to take back and use immediately with students, and tips for advocating for a realistic and manageable workload.
Presenter(s): Allison Biever, AuD, CCC-A; Nanette Thompson, MS, CCC-SLP, LSLS Cert. AVT
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session illustrates how telehealth/telepractice can enable professionals to make their services more easily accessible to clients with cochlear implants who are in poor health or live in remote areas where travel is a challenge. This course is a recorded session from the 2019 online conference “Audiology 2019: Cochlear Implants.”
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): Lissa Power-deFur, PhD, CCC-SLP, BCS-CL; Emily M Homer, MA, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar is designed for school-based SLPs who serve children with pediatric feeding and swallowing disorders (PFD). The course will review the ASHA Code of Ethics and an ethical decision-making approach, with application for SLPs serving children with PFD. Case studies will guide discussion of resources and approaches that can help resolve ethical issues.
Credit(s): PDHs: 6.0, ASHA CEUs*: 0.6
Summary: This journal self-study course compares language performance in children with and without cochlear implants from preschool to 6th grade. The articles examine levels of language from phonology to prosody, offering insights into areas of strength and weakness as well as clinical directions. The first article examines consonant acquisition patterns based on hearing exposure. The second and third articles compare morphosyntactic, lexical, and phonological awareness profiles, the effect of literacy on each language skill, and types of errors produced in school-age children with and without cochlear implants. The fourth article explores differences in word-learning strategies that could affect lexical development and offers clinical suggestions based on these findings. The final article explores children’s abilities to discriminate emotional intent based on suprasegmental characteristics in the speech signal.
Presenter(s): Terry J Ragan, MA, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: SLPs charged with delivering collaborative services in elementary, middle, and high schools face a variety of considerations. You may have questions like, how do I find consensus and shared goals? How can I find time for shared planning and execution? How do I overcome barriers to collaborative practice? This introductory-level on-demand webinar reviews practical resources, strategies, and evidence-based practices for collaborative service delivery.
Presenter(s): JoAnn H Wiechmann, EdD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session from ASHA's 2021 Schools Connect online conference explores leadership traits and key considerations for SLPs who are contemplating a move into a lead SLP position. The presenter discusses what to anticipate and how to equip yourself to step into a leadership role as well as tips for finding and interviewing for lead SLP jobs.
Presenter(s): Marianne E. Gellert-Jones, MA, CCC-SLP
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: This session—a recorded session from ASHA’s 2020 Schools Connect conference—explores how to use the International Classification of Functioning, Disability and Health (ICF) framework to develop comprehensive feeding support and caregiver training plans for children with complex medical needs. The speaker discusses the multifaceted impact medical complexities have on oral feeding and how the ICF framework can influence the assessment of a child’s feeding needs.
Presenter(s): Marie Ireland, MEd, CCC-SLP, BCS-CL
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This session integrates federal and state regulations for evaluation and eligibility for speech-language services with best practice and research in the field. The speaker explains how comprehensive evaluation and documentation of all required eligibility criteria can ensure quality services and combat the challenges of overidentification and high caseloads. This course is a recorded session from the 2020/2021 online conference “Practical Solutions for Elementary Assessment, Treatment, and Collaboration.”
Credit(s): PDHs: 5.0, ASHA CEUs*: 0.5
Summary: A child’s early language development can be used to predict later language and literacy skills, as well as school readiness and academic success. It has long been a challenge to distinguish children who are “late talkers” and will eventually develop age-appropriate language skills from those who might have a language delay that requires intervention. This journal self-study primarily examines issues related to assessing language disorders in preschoolers, in an attempt to identify those children who may be at risk for language and learning difficulties and would benefit from support. Specifically, articles examine risk factors for being a late talker, alternative methods of screening for language impairment, and the usefulness of parent and teacher reports when screening bilingual children. One final article discusses collecting and reporting outcomes for preschool children with speech and language disorders. Clinicians can use this information to improve their approach to language screening and outcomes reporting for preschoolers on their caseload.
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