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Results 1 - 10 of 27
Credit(s): PDHs: 5.5, ASHA CEUs*: 0.55
Summary: The articles in this journal self-study discuss the literacy difficulties many children with autism spectrum disorder (ASD) experience, with direct clinical implications for literacy assessment and intervention. The articles, which apply to children across the age spectrum, are from a 2021 forum published in Language, Speech, and Hearing Services in Schools, titled “Literacy in Autism—Across the Spectrum.”
Presenter(s): Jose A. Ortiz, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Multilingual children are often over- or under-identified as having speech- and/or language-related disorders. This on demand webinar reviews the underlying causes of this disproportionality, the role that SLPs can play in prevention, and the importance of nonbiased assessment. The presenter discusses how SLPs can improve the accuracy of language-related disorder identification in schools by leveraging their unique skill set. The webinar presents a framework for disproportionality prevention as well as information about specific assessment methods.
Presenter(s): Anna Vagin, PhD; Maryellen R Moreau, MEd, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This course explores an effective technique for building complex narrative language and thought. By "pressing pause," SLPs and students can take time to talk about and connect "thoughts" (mental states) to elements of story grammar such as initiating events, feelings, and plans. This process is integral for discovering intentions and motivations, perspective-taking, thinking critically, solving problems, and participating in social situations. Speakers also discuss a powerful way to teach "inference" using film "jump cuts."
Presenter(s): Blair Richlin, MS, CCC-SLP, LSLS AVEd, TSSLD
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This session is a case study that focuses on patients and families with diagnosed hearing loss and additional disabilities who participated in aural habilitation/rehabilitation and speech/language intervention focusing on development of listening and spoken language skills with support of alternative and augmentative communication (AAC).
Presenter(s): Carla L. Wood, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Students who learn and think differently commonly struggle with academic language knowledge, and class time for single vocabulary word instruction is limited. This on demand webinar reviews key academic language components that influence literacy outcomes, outlines effective strategies to enhance elementary students' academic language performance, and delivers actionable tips for collaborating with educational personnel to support students' literacy outcomes.
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.
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): Elizabeth Adams Costa, PhD
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Published research indicates that outcomes in children with hearing loss are generally lower than their hearing counterparts. Given the cascading effects auditory deprivation and language delays may cause in children, providing differential diagnoses can present a challenge. This course identifies commonly occurring comorbid presentations in children with hearing loss and describes the process of making differential diagnoses.
Presenter(s): Susan Nittrouer, PhD
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Early intervention programs and technological advances have made it possible for children born with hearing loss to attain levels of spoken language proficiency not previously possible. But these children need appropriate intervention to acquire spoken language at their optimal level. This webinar explores six principles of intervention that can effectively facilitate the acquisition of spoken language. Speaker Susan Nittrouer discusses relevant research and case studies to support the six principles and their role in maximizing outcomes.
Presenter(s): Adena R Dacy, MS, CCC-SLP; Ashley Renee Larisey, MS, CCC-SLP; Kate Ahern, MS
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This recorded dialogue features speech-language pathologist Ashley Larisey and educational specialist Kate Ahern, who discuss strategies and ideas for engaging middle and high school students and for supporting AAC learning at home for students of all ages.
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