ASHA Learning Pass

Visit the ASHA coronavirus resource pages to stay on top of all the latest resources and supports specific to issues related to COVID-19.

Filter Courses By
Experience
Instructional Level
Results 1 - 10 of 18
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): Emily Rubin, MS, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Infants, children, and adolescents with autism spectrum disorder (ASD) vary greatly in their needs, as the core challenges differ depending upon developmental level, family and child preferences, and more. This webinar illustrates how to use the evidence-based SCERTS framework in assessment as well as intervention planning and delivery to support social communication and relationship development. The webinar focuses on children at three different developmental levels – before using words, emerging language, and conversational.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: While the definition of executive function (EF) varies in the literature, it includes, at its core, the skills people use to plan, organize, problem-solve, and set and achieve goals in their daily lives. EF skills start developing in early childhood, and children with EF dysfunction experience social and academic difficulties. This journal self-study explores issues related to the development of EF skills as well as principles and practical strategies for EF assessment and intervention in preschool and school-age children. It also presents an argument for the role of EF in social communication and discusses ways that SLPs can address these skills in treatment. SLPs working with children with EF deficits can use this information to improve assessment techniques and plan intervention strategies to better meet the needs of these children.
Presenter(s): Libby Kumin, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This webinar will discuss the anatomical, physiological, neurological, and cognitive factors that affect the speech intelligibility of children and adolescents with Down syndrome. Although there are similarities among people who have this genetic disorder, evaluation and treatment are highly individualized based on specific factors that influence a particular individual’s speech. The speaker will discuss evaluation and treatment planning, including forms that clinicians can use right away in their own practice.
Presenter(s): Meher Banajee, PhD, CCC-SLP; Tom Buggey, PhD; Teresa Cardon, PhD, CCC-SLP, BCBA-D; Christina R. Carnahan, EdD; Donna S. Murray, PhD, CCC-SLP; Pamela Williamson, PhD
Credit(s): PDHs: 5.0, ASHA CEUs*: 0.5
Summary: This course includes five recorded sessions from the 2018 online conference “Children With Autism: Matching Interventions to Communication Needs.” Taken together, these sessions highlight practical interventions to support school-age students with autism spectrum disorder (ASD), from video modeling to narrative text to behavior-based interventions. The conference included a total of 13 sessions, with the broad goal of presenting current best practices in intervention for school-age students with ASD. Conference sessions focused on tips and strategies SLPs can use to choose the most appropriate interventions for each child using an evidence-based approach that balances family preferences, research, and clinical judgment/expertise.
Credit(s): PDHs: 7.0, ASHA CEUs*: 0.7
Summary: This journal self-study course highlights various instructional strategies that demonstrate positive progress for students with autism spectrum disorder (ASD). The findings and recommendations can assist SLPs in choosing strategies that produce targeted outcomes for students with ASD on their caseload.
Presenter(s): Elizabeth (Liz) Delsandro, MS, CCC-SLP; Kathryn Basco, MA, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar explores provision of SLP services for preschool and school-age children with mild to moderate impairment in their development as a result of early medical diagnoses and experiences such as premature birth, congenital anomalies, and chronic medical conditions. The speakers discuss the impact of early diagnoses or disorders on children’s future development; the developmental outcomes for these children; and strategies and tools to support these children and their families.
Presenter(s): Elizabeth (Liz) Delsandro, MS, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar will help fill up your toolbox of strategies to help children with autism spectrum disorder engage in learning and social interactions. The webinar will share practical, visual-based tools that SLPs who work with school-age children with autism can use to build on strengths and promote participation, engagement, and relationships.
Credit(s): PDHs: 5.5, ASHA CEUs*: 0.55
Summary: Communication disorders in children may affect social interactions and lead to negative emotional and behavioral outcomes. This journal self-study explores well-being, resilience, and emotional competence in school-age children. The articles discuss ways to identify risk factors to emotional well-being (including victimization and bullying), assess emotional competence, and support emotional expression in children who use AAC. The final article explores counseling and the role the SLP plays in addressing emotional issues as a part of intervention.
Presenter(s): Gazi Azad, PhD, LP, NCSP; Billy T. Ogletree, PhD, CCC-SLP; Betty Yu, PhD, CCC-SLP
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: This course includes three recorded sessions from the 2018 online conference “Children With Autism: Matching Interventions to Communication Needs.” Taken together, these sessions provide practical strategies for incorporating and empowering various stakeholders – including family members, peers, educators, support personnel, and other professional team members – to support school-age students with autism spectrum disorder (ASD). The conference included a total of 13 sessions, with the broad goal of presenting current best practices in intervention for school-age students with ASD. Conference sessions focused on tips and strategies SLPs can use to choose the most appropriate interventions for each child using an evidence-based approach that balances family preferences, research, and clinical judgment/expertise.
<< < 1 2 >>