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Results 201 - 210 of 213
Presenter(s): Jessica Brown, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session discusses various testing options for assessing adults and adolescents with TBI, including self-report measures, standardized assessments, and functional evaluation procedures. The speaker uses clinical case examples across these testing domains to illustrate the usefulness of the tools and how they can help alleviate assessment challenges clinicians often face. This course is a recorded session from the 2020 online conference “Maximizing Functional Outcomes for Individuals With Traumatic Brain Injuries.”
Presenter(s): Perry Flynn; Laurie Ray; Lauren Holahan, PhD, OT/L
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: The Exceptional Children Division, North Carolina Department of Public Instruction (NCDPI), supports and fosters interprofessional practice between the disciplines of speech-language pathology, occupational therapy, and physical therapy. This presentation outlines how a team began this work and used the principles of implementation science to promote best practice in districts/LEAs throughout North Carolina. Several applications to statewide initiatives are presented. This course was presented and recorded at the 2019 ASHA Convention.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: This journal self-study updates clinicians on advances in the field that can refine current diagnostic and therapeutic strategies for childhood apraxia of speech (CAS). Two articles address assessment: One examines how type of stimuli can affect differential diagnosis of CAS, and the other identifies possible red flags in young children by examining characteristics of speech production in infants and toddlers who were later diagnosed with CAS. Two additional articles address advances in intervention for CAS: One looks at the efficacy of adding prosody as a treatment component, and the other explores a model-based treatment protocol.
Presenter(s): Kim Murza, PhD, CCC-SLP
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: Service delivery in the schools is not one size fits all. This course – part of a series that proposes practical approaches to overcoming the big challenges school-based SLPs face – examines strategies for identifying practical, realistic, and optimal service delivery approaches tailored to the students on your caseload and the conditions in your school. Using traditional speaker instruction, case examples, and practice activities, the course explores accessible tools to evaluate the benefits and drawbacks of particular service delivery approaches, including pull-out services and in-classroom services, and helps you select the right option for a particular situation or student.
Presenter(s): Kim Murza, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: School-based SLPs don't have enough time, and neither do students. This course – part of a series that proposes practical approaches to overcoming the big challenges school-based SLPs face – emphasizes how to use your role as a "coach" and "independence facilitator" to make better use of time and confront the ever-present challenge of time constraints. The speaker will guide you through an activity designed to identify implementable solutions that are tailored to your particular circumstances.
Presenter(s): Kim Murza, PhD, CCC-SLP
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: To make a difference for our students we can’t work alone; yet, collaboration is hard. This course – part of a series that proposes practical approaches to overcoming the big challenges school-based SLPs face – focuses on concrete, realistic strategies for making collaboration work in schools, using case scenarios to explore different implementations of collaboration. The course guides you through practice activities designed to identify solutions tailored to your environment and the unique communication needs of your students. The course also includes strategies that will make you a more effective advocate at all levels – for your students, yourself, and the concept of collaborative services in general.
Presenter(s): Kim Murza, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Working at the “top of the license” requires SLPs to take a close look at their workload while balancing the need to support a collaborative school culture. This course – the first in a series that proposes practical approaches to overcoming the big challenges school-based SLPs face – will help you analyze your workload while considering the question, “What really requires my expertise?” The speaker will help you explore the underlying issues you face in your school and examine the many hats SLPs wear. Before you can determine what could be, it’s important to first figure out what is, and this course is your starting point.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: SLPs who work with children who use augmentative and alternative communication (AAC) need a broad base of knowledge in evidence-based assessment, system designs, and implementation practices, particularly as technological innovations in AAC proliferate. This journal self-study explores of all of the above. The first article provides a useful framework for assessment that distinguishes essential components according to the child’s motor and cognitive abilities. Two articles examine design features: The first examines consistency of symbol location to increase efficiency, and the second looks at characteristics of naturalistic displays and their effects on gaze behavior according to clinical profiles. The final article in this self-study reviews practices for training communication partners of children who use AAC.
Presenter(s): Jeanane M. Ferre, PhD, CCC-A
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Knowing when, why, and who to refer for central auditory evaluation is challenging, particularly in school settings. This session will address questions that professionals who work in schools or with young people may face: Are there “red flags" for a CAPD? What will I know after the evaluation that I don’t already know? Will results change services? Are we “overtesting/over-referring”? Are there ways to provide screening and/or intervention services that align with school-based RtI/MTSS models of intervention? How can schools screen for processing issues in ways that meet students’ needs and use resources efficiently? After screening, what’s next? Are procedures different across work settings? This course is a recorded session from the 2018/2019 online conference “Central Auditory Processing Disorders (CAPD).”
Credit(s): PDHs: 9.5, ASHA CEUs*: 0.95
Summary: This journal self-study includes select papers that were presented at the 2017 Clinical Aphasiology Conference in Snowbird, Utah. The articles reflect the wide array of topics presented on aphasia treatment, tools, and outcomes. Also included is an article that ties ideas from the conference keynote to research in communication disorders. Clinicians can expand their knowledge by learning about the current state of aphasia research.
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