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Results 71 - 80 of 148
Presenter(s): Alliete R. Alfano, PhD, CCC-SLP, LSLS Cert. AVT; Jenna Voss, PhD, CED, LSLS Cert. AVEd
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: Audiologists and SLPs are critical team members who can support listening and spoken language outcomes for students who are deaf/hard of hearing (DHH). This webinar discusses auditory-verbal intervention as an approach for learners who are DHH and learning to listen and/or talk. The presenters explore foundational elements critical for success in auditory-verbal intervention, including audiologic assessment and management, caregiver engagement, and support from interprofessional teams.
Presenter(s): Donna Geffner, PhD, CCC-A/SLP; Deborah Ross-Swain, EdD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Comprehensive management and treatment for children with CAPDs necessitates effective evaluation of co-morbidities and other related factors. This session will examine language and other deficits that often affect kids with CAPDs, including those in reading, receptive language, higher-order language, executive functions, written language, and social/emotional behaviors. The speakers will discuss the relevant assessments that are available to contribute to a holistic evaluation to inform management and treatment decisions. This course is a recorded session from the 2018/2019 online conference “Central Auditory Processing Disorders (CAPD).”
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): Nickola Wolf Nelson, PhD, CCC-SLP, BCS-CL
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: This session—a recorded session from ASHA’s 2020 Schools Connect conference—demonstrates how to use a language-levels model (i.e., sound, word, sentence, discourse) to explain relationships across oral and written language modalities and to advocate for the role SLPs play in literacy intervention. The speaker discusses how and why intervention strategies differ based on students’ target goals, strengths, and weaknesses. The session explores how and why certain intervention strategies are best to target the sound/word structure knowledge that is essential for reading, decoding, spelling, and vocabulary learning, while other strategies are good for working on the sentence/discourse and vocabulary knowledge that is essential for language comprehension and formulation.
Presenter(s): Bridget Allen Chapman, MA, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This session discusses how SLPs in elementary schools can provide comprehensive fluency evaluations and appropriate treatments for their students who stutter. The speaker shares a checklist of skills to assess, discusses the available tools, and outlines treatment activities for children with varied stuttering severity levels. This course is a recorded session from the 2020/2021 online conference “Practical Solutions for Elementary Assessment, Treatment, and Collaboration.”
Presenter(s): Gail M. Van Tatenhove, MS, CCC-SLP; Faye Warren, BFA
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session explores how to adapt traditional speech-language practices to serve students who use AAC systems. The session demonstrates analyzing language samples from a student using an AAC system and then developing goals and intervention activities to address development in the areas of pragmatics, phonology, vocabulary, and grammar. This course is a recorded session from the 2021 online conference “Expanding AAC: Accessible Strategies for Functional Communication.”
Presenter(s): Julie A. Wolter, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar explores the foundational theory and key components of a language-based literacy model to guide assessment and intervention for adolescents who struggle with language and/or literacy development. The speaker discusses a multilinguistic literacy approach—i.e., a focus of explicit reflection on the foundational skills of sounds (phonology), letters (orthography), meaning (morphology), vocabulary (semantics), and grammar (syntax) in the context of written language. The webinar discusses variations of this type of language-focused literacy approach to improve the literacy skills of adolescents at risk for and diagnosed with developmental language disorders, dyslexia, and reading comprehension and spelling deficits.
Presenter(s): J. Scott Yaruss, PhD, CCC-SLP, BCS-F; Nina Reeves, MS, CCC-SLP, BCS-F
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: Acceptance of stuttering is a common but widely misunderstood goal of intervention. In this recorded session from ASHA’s 2021 Schools Connect online conference, two stuttering specialists explain what acceptance means and how it relates to helping people overcome the communication challenges they face. The presenters explore what acceptance is, where it fits into the overall intervention process, and how to help your students gain more comfort and confidence in their communication abilities.
Presenter(s): Mariam M. Abdelaziz, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This recorded session from ASHA’s 2021 Schools Connect online conference presents an evidence-based balanced literacy approach as a model for assessment and intervention that targets aspects of literacy beyond decoding and comprehension, such as morphology and orthography. The presenter also discusses considerations for culturally responsive assessment and intervention.
Presenter(s): Teresa Ukrainetz, PhD, S-LP(C)
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: As students move from learning to read to reading to learn, they step onto the path toward becoming active, independent, strategic academic learners. This session explains strategy intervention, which is supported by a strong body of research evidence and well-suited to the expertise and resources of school-based SLPs. The speaker discusses selecting teachable strategies, teaching through spoken interactions around written texts, connecting to the classroom, and moving strategies from SLP teaching tools toward student learning tools. The session demonstrates an evidence-based contextualized skill intervention called Sketch and Speak and discusses core teaching procedures as well as adaptations and extensions for different students and situations.
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