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Results 1 - 10 of 128
Presenter(s): Lillian Stiegler, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This webinar will discuss all aspects of echolalia, a complex and often misunderstood language phenomenon. The speaker will discuss the origins of echolalia and review the evidence that supports it as a positive indicator of language development. The speaker will describe how to perform ongoing assessment before and during mitigation, and share intervention strategies to facilitate the transition to self-generated language.
Presenter(s): Kelly Farquharson, PhD, CCC-SLP
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: Children with spoken language disorders often experience difficulties with reading as well. SLPs – particularly those working in school-based settings – have a responsibility to prevent, assess, and treat reading impairments. In this video course, presenter Kelly Farquharson will discuss how SLPs can approach this important clinical need from a robust and empirically supported theoretical framework, the Simple View of Reading.
Presenter(s): Sean J. Sweeney, MS, MEd, CCC-SLP
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: SLPs face busy schedules, varied client needs, and little time to plan. Visually cued instruction is an evidence-based practice that can include using photos and drawings to target a variety of client needs. Images make language more visible to our clients in order to scaffold language comprehension, expression, and other objectives. This webinar will highlight easy-to-use free and low-cost ($5 and less) technology tools, accessible via multiple platforms, that SLPs can use to incorporate images into their clinical practice.
Presenter(s): Rhea Paul, PhD, CCC-SLP
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: Toddlers with a range of communication disorders can be minimally verbal past the age at which children typically begin speaking. This session describes an integrated approach using AAC and interventions that target vocalizations to increase expressive language and speech production in young children who are minimally verbal or nonverbal. This course is a recorded session from the 2019 online conference “Birth to Three: Working Together to Serve Children and Their Families.” It appeared in the conference with the title Working With Preverbal Infants and Toddlers Toward Early Speech.
Credit(s): PDHs: 6.0, ASHA CEUs*: 0.6
Summary: A 2019 Language, Speech, and Hearing Services in Schools forum, Vocabulary Across the School Grades, presented evidence that strong vocabulary is important for students’ literacy and overall academic success across grade levels. The articles in this journal self-study course describe effective instructional strategies for facilitating vocabulary growth and improving reading comprehension in middle and high school students. The authors present recommendations and implications for practice.
Presenter(s): Suzanne M. Coyle, MA, CCC-SLP; Lisa Edmonds, PhD, CCC-SLP; Jaime B. Lee, PhD, CCC-SLP; Janet P. Patterson, PhD, CCC-SLP; Heather Harris Wright, PhD, CCC-SLP
Credit(s): PDHs: 6.0, ASHA CEUs*: 0.6
Summary: This course includes five recorded sessions from the 2018 online conference “Improving Functional Outcomes in Aphasia.” These sessions discuss specific treatment approaches for particular challenges and deficits that may affect individuals with aphasia. The conference included a total of 15 sessions, giving a comprehensive view of the current landscape of aphasia intervention as well as related subjects, including medical management, neuroplasticity, life participation, assessment, and more. Sessions explored practical treatment strategies to meet the needs of patients across the severity spectrum and in various treatment settings, as well as the unique needs of a range of patient subgroups.
Credit(s): PDHs: 6.5, ASHA CEUs*: 0.65
Summary: As a result of recent laws and regulations, more SLPs in schools are treating children with dyslexia. The journal articles in this self-study – from an October 2018 Language, Speech, and Hearing Services in Schools clinical forum on dyslexia – provide “state-of-the-science” information to help SLPs understand dyslexia in relation to other speech and language disorders, as well as ways to identify, assess, and treat this disorder. Clinicians will find practical tips that they can immediately incorporate into practice.
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): Amy M. Wetherby, PhD, CCC-SLP; Juliann J. Woods, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: The need for community-viable, evidence-based intervention strategies for toddlers with autism spectrum disorder (ASD) is a national priority as earlier diagnosis becomes more common. This webinar will present strategies for taking evidence-based research and applying it to practice. Using video examples, the presenters will discuss the findings from the randomized controlled trial of the Early Social Interaction Project (ESI), which teaches parents how to embed evidence-based intervention strategies and supports in everyday activities in natural environments to promote their child’s active engagement. The webinar will also illustrate strategies for utilizing the Autism Navigator, a collection of web-based courses and tools using extensive video footage, for parents, professionals, and others with the goal of improving outcomes for young children with ASD.
Presenter(s): Amy Skinder-Meredith, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Young children with childhood apraxia of speech (CAS) are at risk for difficulties in phonological awareness, which impedes their early reading skills. Incorporating phonological awareness into speech treatment for children with CAS can improve their motor speech as well as early literacy skills. This session discusses the use of dynamic tactile temporal cueing (DTTC) to achieve the correct sequencing of articulatory gestures and explore how to incorporate phonics and phonological awareness instruction for pre-practice and correction of speech sound errors. This holistic approach allows the child to achieve better speech intelligibility while receiving explicit instruction to support a foundation for early reading skills. This course is a recorded session from the 2019/2020 online conference “Innovative Methods for Preschool Assessment, Collaboration, and Treatment.”
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