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Results 31 - 40 of 53
Presenter(s): Nichole A Bierman Mulvey, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Addressing the vocabulary learning needs of your students can be daunting. Where do I start with vocabulary target selection? What is the best way to teach my students to efficiently learn vocabulary for language and reading comprehension? This session explores semantic learning expectations for academic success and shares evidence-based practices for providing opportunities to increase vocabulary knowledge and use. Learners will walk away with information on how to build a strong foundation in semantics to set the stage for meaningful reading comprehension assessment that leads to appropriate interventions.This course is a recorded session from the 2022/2023 online conference "Assessment, Eligibility, and Dismissal in Schools: Strategies, Tools, and Decision-Making."
Presenter(s): Nickola W Nelson, PhD, CCC-SLP, BCS-CL
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Written expression is one of the four major modalities (along with listening comprehension, spoken expression, and reading decoding and comprehension) that SLPs need to assess when identifying language and literacy disorders among school-age children and adolescents. This session shares a framework for analyzing the variety of tasks used for written language assessment on standardized tests and considers pros and cons of each to inform decisions regarding eligibility and dismissal. The session includes opportunities to practice applying a multilevel language analysis system to written language samples of students with varied profiles. This course is a recorded session from the 2022/2023 online conference "Assessment, Eligibility, and Dismissal in Schools: Strategies, Tools, and Decision-Making."
Presenter(s): Claire A. Lombardo-Miller, MS, CCC-SLP, NIC
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Deaf children are seen in increasing numbers in public schools and SLPs' private practices, though there are few graduate-level programs that prepare SLPs to work with this culturally and linguistically unique population. This course is intended for SLPs with little to no knowledge of bilingual (American Sign Language [ASL] and spoken language) assessment of children who are Deaf/hard of hearing. The session provides a beginning foundation so that you can approach the assessment of a bilingual DHH child with an increased sense of awareness and tools at your disposal.
Presenter(s): Kathryn L Cabbage, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session explores clinical considerations for successfully evaluating and treating phonological awareness deficits in children with speech sound disorders. The speaker identifies various phonological awareness skills and shares ideas for how to successfully integrate phonological awareness practice into speech intervention sessions and classroom-based lessons, particularly for children with speech sound disorders.
Presenter(s): Shelley L. Velleman, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Childhood apraxia of speech (CAS) is a complex sensory-motor speech disorder that typically requires both intensive individualized intervention and systematic opportunities for generalization and carryover. CAS also has significant academic and functional impacts, especially on participation, language, and literacy. This session uses case studies to explore areas of need requiring different service delivery models in the school setting. The speaker discusses potential areas of collaboration to support the learning and full participation of children with CAS. This course is a recorded session from the 2020/2021 online conference “Practical Solutions for Elementary Assessment, Treatment, and Collaboration.”
Presenter(s): Joleen R Fernald, PhD, CCC-SLP, BCS-CL
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Motor planning is an individual difference that impacts much more than motor skills, including social-emotional skills and speech and language development. It impacts areas like executive functioning and written narratives. This presentation discusses the components of motor planning, how to support clients with motor planning challenges, and strategies for discussing praxis with caregivers.
Presenter(s): Stephanie DeAnda, PhD, CCC-SLP; Matthew Hall, PhD; Naomi Caselli, PhD
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session highlights recent advances in understanding language acquisition in children who are deaf/hard of hearing (DHH), with an emphasis on the acquisition of sign languages (either on their own or alongside spoken languages). Speakers present advances in measurement, by introducing three new tools that are available for clinical use: the D-LEAT, the LAPT, and the ASL-CDI 2.0.
Credit(s): PDHs: 9.0, ASHA CEUs*: 0.9
Summary: This journal self-study course is composed of papers from a 2019 Research Forum, Advancing Statistical Methods in Speech, Language, and Hearing Sciences. These selected articles provide advanced-level discussion about clinically relevant statistical methodologies to give speech-language pathologists a stronger foundation from which to analyze and understand the statistical research they come across to decide when and how to apply it in practice.
Presenter(s): Hope S Lancaster, PhD; Katherine R Gordon, PhD; Ron Pomper, PhD; Allyssa LaRose, MS, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Children with developmental language disorder (DLD) can demonstrate a range of characteristics and challenges, which can appear not only in their language abilities but also in their cognitive and motor abilities. This on demand webinar (available beginning May 2, 2024) will give SLPs a deeper understanding of the common characteristics associated with DLD as well as individual differences among children with the disorder. The webinar will share examples of how to tailor vocabulary and reading interventions for children with DLD.
Presenter(s): Nickola W Nelson, PhD, CCC-SLP, BCS-CL
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This course discusses strategies for filling possible gaps in knowledge about orthographic pattern learning, including language/literacy assessment profiles of students with the word-structure problems that typify dyslexia and how those problems are influenced by accompanying strengths or weaknesses of vocabulary and related skills needed for oral and written language comprehension and expression. Takeaways include parameters for making intervention decisions in an interprofessional, family-centered, curriculum-relevant environment.
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