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Results 31 - 40 of 40
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.
Presenter(s): Becky Khayum, MS, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Simulated presence treatment, in which an individual living with dementia watches a video or listens to audio of a familiar person (a family member or doctor), may reduce agitation and confusion and allow the individual to redirect to meaningful activities. This course – which is broken into six 5-minute blocks – will guide SLPs through using this tool to help their clients with dementia. The presenter will share examples of the tool and then walk you through creating simulated presence videos using simple technology for your own clients with dementia, including giving you time to practice and reflect.
Presenter(s): Becky Khayum, MS, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This course – which is broken into six 5-minute blocks – will guide SLPs through the process of creating personalized visual supports to promote meaningful participation in daily conversations and life activities for individuals living with dementia. The presenter will provide examples of different types of communication, memory, and sequencing aids that can be produced quickly using simple technology. Then she will walk you through a step-by-step template for creating these types of supports for your own clients with dementia, including giving you time to practice and reflect.
Presenter(s): Becky Khayum, MS, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Due to their cognitive-communication deficits, people living with dementia often have difficulty participating in daily activities that they previously enjoyed. This course – which is broken into six 5-minute blocks – will guide SLPs in creating activities to promote recall and increase engagement in daily activities and hobbies, namely memory stations and activities based on the Montessori approach. The presenter will provide examples of these activities and then walk you through a step-by-step template for creating them for your own clients, including giving you time to practice and reflect.
Presenter(s): Becky Khayum, MS, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Person-centered, client-directed evaluations for individuals with dementia lead to personalized, functional intervention goals that permit the individuals to participate in meaningful activities. This course – which is broken into six 5-minute blocks – will guide SLPs through conducting a person-centered assessment. The presenter will discuss two sample frameworks and case studies for this type of assessment and then take you through a step-by-step template for conducting a person-centered assessment, including giving you time to practice and reflect.
Presenter(s): Kim Murza, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Paraeducators are consistent communication partners who can be powerful extenders to support long-term student goals like independence and engagement. In this course – which is broken into six 5-minute activities – the presenter will demonstrate an observational process school SLPs can use to support effective collaboration with paraeducators to increase students’ generalization of communication skills. Then the presenter will guide you through actionable steps to put the process into practice and reflect on the outcomes.
Presenter(s): Kim Murza, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Writing meaningful social communication goals can be difficult, but using a strengths-based framework can make it a bit easier. In this course – which is broken into six 5-minute activities – the presenter will utilize a goals rubric to help school SLPs write meaningful and measurable social communication goals that support independence and engagement as long-term objectives. Then the presenter will guide you through actionable steps to use the rubric to write student goals and reflect on the outcomes.
Presenter(s): Kim Murza, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Dynamic assessment, which seeks to identify a child’s individual skills and learning potential, can be a useful but labor-intensive process. In this course – which is broken into six 5-minute activities – the presenter will demonstrate how you can efficiently collect data through dynamic assessment using the META (Match – Extend – Try it – Assess) Map tool to extend and expand on the student’s communicative strengths. Then the presenter will guide you through actionable steps to use the tool and reflect on the results.
Presenter(s): Kim Murza, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: SLPs often operate from a deficits perspective due to the practical need to focus on assessment and qualification for services. In this course – which is broken into six 5-minute blocks – the presenter will demonstrate how to focus on students’ communicative strengths in order to build rapport with students and foster positive, collaborative relationships with other stakeholders. Then the presenter will guide you through actionable steps to practice using a series of checklists to identify a student’s strengths and reflect on the results.
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