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Results 111 - 120 of 214
Presenter(s): Phyllis R Scott, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Many young adults with mild-to-moderate communication disorders struggle to achieve their postsecondary goals. This on demand webinar equips SLPs working in private practice, health care, or school settings to utilize language-based social-emotional coping strategies to help young adults with language impairments improve their self-efficacy, career readiness, and employability.
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): 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): 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.
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): 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.”
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.”
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: This SIG 16 Perspectives course highlights novel approaches to eligibility decision-making, intervention, and the roles and responsibilities of school-based SLPs. Articles discuss how to utilize a design thinking framework when making eligibility recommendations for children with oral and written language disorders; using electropalatographic therapy for the remediation of speech sound disorders; and ideas of how to prepare to be a fact witness or an expert witness if called to testify in a special education dispute or civil litigation case.
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