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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): Ruth Stoeckel, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Accurate diagnosis and effective treatment of childhood apraxia of speech (CAS) can be challenging for seasoned and newer clinicians alike. How do we efficiently and effectively assemble and grow our CAS “toolkit”? This webinar will discuss practical tips – rooted in the principles of evidence-based practice – to strengthen SLPs’ diagnosis and treatment of CAS to enhance child outcomes.
Presenter(s): Joan Arvedson, PhD, CCC-SLP, BCS-S
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: This video course presents systematic, evidence-based strategies for carrying out a comprehensive evaluation of infants and children who demonstrate signs of dysphagia and/or broader feeding problems. The course includes detailed discussion and strategies for collecting a child’s relevant history and conducting a physical examination and feeding observation. With a focus on function, the course offers guidance on interpreting evaluation findings and making optimal recommendations for next steps that promote functional outcomes. Video clips of professionals and caregivers working with infants and children, as well as discussion of case studies, enhance the learning experience.
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.
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): Angela Hein Ciccia, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Pediatric traumatic brain injuries (TBI) are underreported, which means that many children and teens are not getting needed services to help with post-injury cognitive issues that, though often mild, can cause academic and other difficulties. This webinar will discuss recent advances in the characteristics, recovery trajectories, assessments, and interventions for children and adolescents with TBI. Discussion will include evidence-based approaches to assessment and treatment that SLPs can implement immediately in clinical practice. The speaker will also discuss the important role of the SLP as a multidisciplinary team member treating this patient population and advocating for patients/clients/families.
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.
Credit(s): PDHs: 5.0, ASHA CEUs*: 0.5
Summary: This activity is a grouping of studies related to the understanding stuttering throughout the life span. The activity is based on articles related to attentional focus on motor control in people who stutter (PWS) and the relationship to social stress, acoustic measures of emotion in children who stutter, a study of covert stuttering throughout the lifespan, vocational stereotyping of PWS by human resource preprofessionals, and audio-based podcasts to assist in self-help for PWS. Together, these articles investigate important measures in understanding stuttering and how researchers and clinicians can better understand the condition of stuttering.
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