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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.
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.
Presenter(s): Nickola W. Nelson, PhD, CCC-SLP, BCS-CL; Cheryl Scott, PhD, CCC-SLP; Linda I. Rosa-Lugo, EdD, CCC-SLP
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: This course explores working with adolescents with and without language impairments on written language; the writing process; vocabulary development; and breaking down complex language in texts. The course includes three recorded sessions from the 2018 online conference “Spoken and Written Language in Adolescents: Fresh Solutions.”
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.”
Presenter(s): Barbara J. Ehren, EdD, CCC-SLP, BCS-CL; Sam Goldstein, PhD, ABPdN; Kim Murza, PhD, CCC-SLP; Kristine Noel, PhD, CCC-SLP; Gloria Soto, PhD
Credit(s): PDHs: 5.5, ASHA CEUs*: 0.55
Summary: This course provides strategies and tips to address communication needs to help adolescents succeed not just in school but beyond the classroom setting. Specific topics include: conversing with peers, transition planning for adolescents moving to secondary education or vocational settings, increasing resilience, and more. The course includes five recorded sessions from the 2018 online conference “Spoken and Written Language in Adolescents: Fresh Solutions.”
Presenter(s): Meher H. Banajee, PhD, CCC-SLP; Timothy P. Kowalski, MA, CCC-SLP; Kim Murza, PhD, CCC-SLP; Michelle Garcia Winner, MA, CCC-SLP
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: This course includes four recorded sessions from the 2017 online conference “Communication Interventions for Adolescents and Adults With Autism.” These sessions focus on strategies to improve social and conversational skills for adults and teens with autism spectrum disorder. The conference included a total of 16 sessions, with the broad goal of giving SLPs tools to help students and clients develop or enhance friendships and strengthen work-life relationships to support their academic and workplace success.
Presenter(s): Kelly Farquharson, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This recorded session from ASHA’s 2021 Schools Connect online conference explores what dyslexia is and what the SLP’s role can be in prevention, identification, and intervention. Legislation varies widely across and within U.S. states regarding roles and responsibilities when it comes to diagnosing and treating dyslexia. The speaker shares resources for how to determine your state’s dyslexia legislation as well as tips for advocating for services for students with dyslexia.
Presenter(s): Maureen Staskowski, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session—a recorded session from ASHA’s 2020 Schools Connect conference—reviews five key secrets to success for augmentative and alternative communication (AAC) and core vocabulary initiatives in schools. The speaker discusses specific strategies and tools based on a successful, large-scale AAC implementation. She also shares student examples with language targets and staff examples with fidelity tools.
Presenter(s): Nancy B. Swigert, MA, CCC-SLP, BCS-S
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This course provides an overview of the documentation requirements for Medicare reimbursement for dysphagia-related services, including evaluation, treatment plans, treatment notes, progress notes, discharge summaries, and common diagnostic and procedure codes. The speaker discusses frameworks – including the SMART and International Classification of Functioning, Disability, and Health (ICF) frameworks – to help focus treatment plans on meaningful, measureable, and functional goals, giving examples of long- and short-term goals. The course also includes tips for streamlining documentation and suggestions for documenting progress to show skilled service.
Presenter(s): Suzanne M. Adlof, PhD
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Learning to read is one of the most important outcomes of schooling, but acquiring literacy begins in infancy. Children who exhibit speech and language delays during the preschool years have an increased risk for developing reading and writing difficulties. This session discusses the characteristics of dyslexia and other reading disorders, how to assess preschoolers’ risk for future reading difficulties, the components of evidence-based instruction that can promote positive student outcomes, and the SLP’s role in supporting literacy development. This course is a recorded session from the 2019/2020 online conference “Innovative Methods for Preschool Assessment, Collaboration, and Treatment.”
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