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Presenter(s): Sheryl Rosin, PhD, CCC-SLP
Credit(s): PDHs: 6.0, ASHA CEUs*: 0.6
Summary: This course examines The PLAY Project®, an evidence-based home intervention and consultation program for young children with autism spectrum disorder (ASD). The program uses developmentally appropriate, play-based methods and coaches parents and other caregivers to extend treatment beyond the therapy sessions. The presenter explores the program’s main assessment and intervention principles, highlighting specific techniques and activities. The course also presents multiple case studies as useful examples of children's progress in treatment, the practical challenges of implementing a program, overcoming funding obstacles, and the importance of multicultural awareness in ASD intervention, including the adoption of the model for Ohio’s Part C Early Intervention System and a project that implemented the program with a low-income, underserved population in the Caribbean island country Saint Kitts and Nevis.
Presenter(s): A Collaborative Project of ASHA Professional Development and SIG 13, Swallowing and Swallowing Disorders (Dysphagia)
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Speech-language pathologists working in health care are faced with many challenges, including an ever-changing reimbursement and regulatory landscape and varied patient population. These challenges require ongoing education and training, as well as knowledge of evidence-based practices and appropriate roles and responsibilities. This self-study addresses issues that SLPs working with dysphagia need to consider so that they can help their patients achieve the best possible clinical outcomes. The course begins with a discussion of the role of the SLP in addressing cough and then delves into a further discussion of sensory processing and how that may affect swallowing. It continues with a detailed description of issues the SLP must consider in long-term care settings and when providing palliative care. SLPs working with individuals with dysphagia can use this information to improve services and advocate for their role in the challenging health care environment.
Presenter(s): Adrienne B. Hancock, PhD, CCC-SLP; Linda Siegfriedt, MEd, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Voice modification services for transgender individuals or those with gender-diverse identities is an emerging area of practice for SLPs. While research-based methods for services exist, many SLPs are not sufficiently prepared to serve this population. This webinar will explain the cultural and clinical factors involved in gender-based voice and communication services and describe inclusive practices to support individuals with unique perspectives and concerns. The presenters will share research and clinical cases to illustrate best practice standards for assessment and intervention. Rationales for these standards are based on research regarding communication factors that influence gender attribution by others, factors that influence speakers’ own perception and satisfaction with their voice, and effects of treatment.
Presenter(s): Noma Anderson, PhD
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Experiencing microaggressions can lead to serious feelings of doubt when it comes to self-worth, productivity, and security. What are microaggressions and microbullying? Am I committing them? How do they impact the person who experiences them? In this course – which is broken into six 5-minute blocks – speaker Noma Anderson illuminates these concepts and guides us through purposeful reflection activities that reduce the likelihood of committing microaggressions, ensuring a safer environment for our colleagues and clients, and thereby facilitating more effective communication.
Presenter(s): Deborah Hwa-Froelich, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Audiologists and speech-language pathologists may or may not be aware that an individual has been exposed to one or more types of maltreatment, including emotional, physical, and/or sexual abuse and/or neglect. Maltreatment influences an individual’s neurobiological structure and function; cognitive processes such as attention, memory, social cognition, and executive function; as well as communication development and behavior. This webinar will explore the incidence of maltreatment; developmental outcomes; assessment, intervention, and prevention strategies; and the role of communication professionals.
Presenter(s): Brenda K. Gorman, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Whether they themselves are monolingual or bilingual, SLPs must be able to conduct communication assessments with bilingual children. This webinar discusses typical communication development in bilingual children and explores valid assessment practices for this population.
Presenter(s): Raul Prezas, PhD, CCC-SLP
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: This video program provides comprehensive information about identifying, assessing, and treating bilingual children ages 3–11 who have highly unintelligible speech. The presenter discusses case studies and current research to provide concrete solutions to common challenges such as figuring out where to begin when providing services, identifying bilingual children at-risk for other concomitant deficiencies, differentiating language difference vs. disorder, and selecting the most effective treatments.
Presenter(s): Melissa Edrich, EdD, CCC-SLP; Anu Subramanian, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This course is one part of a four-course learning path/course set, Foundations of Effective Supervision. This on demand webinar will focus on the impact of diversity on the supervisory relationship and the importance of cultural competence in clinical supervision. Speakers will examine the influence that language, labeling, stereotyping, and implicit bias have on the supervisor and supervisee, as well as discuss strategies and techniques to improve cultural competencies for supervising SLPs and audiologists. The webinar will review the literature on diversity and cultural competence in supervision; discuss biases, power imbalance, cultural humility, and self-analysis; and include case studies and activities that provide supervisors an opportunity to consider their own cultural identity and ways in which this identity influences their supervisory alliance. This webinar – part of the SIGnature Series – was developed by SIG 11: Administration and Supervision.
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): Michelle S. Bourgeois, PhD, CCC-SLP; Tammy Hopper, PhD, CCC-SLP; Renee Kinder, MS, CCC-SLP; Michelle Tristani, MS, CCC-SLP
Credit(s): PDHs: 5.5, ASHA CEUs*: 0.55
Summary: This course includes five recorded sessions from the 2016 online conference “Maximizing Functional Outcomes for Patients With Dementia.” These sessions focus on key components of functional assessment and treatment of dementia within the constraints of current service delivery models. The conference included a total of 13 sessions, with the broad goal of describing a range of evidence-based clinical care techniques to get to the heart of patient-centered dementia care.
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