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Results 71 - 80 of 699
Presenter(s): Colleen K. Worthington, MS, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: SLPs often assess school-age children for speech-sound disorders using a single, standardized test. However, this "one-size-fits-all" approach can yield results that do not account for the impact of speech-sound disorders on other aspects of academic performance. This webinar will describe steps to help SLPs develop clear rationales and clinical decision-making strategies to assess speech-sound skill areas more effectively and facilitate intervention planning.
Presenter(s): Raul Prezas, PhD, CCC-SLP
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: This video program provides comprehensive information about identifying, assessing, and treating bilingual children ages 3–11 who have highly unintelligible speech. The presenter discusses case studies and current research to provide concrete solutions to common challenges such as figuring out where to begin when providing services, identifying bilingual children at-risk for other concomitant deficiencies, differentiating language difference vs. disorder, and selecting the most effective treatments.
Presenter(s): Lizbeth Dooley-Zawacki, MS, CCC-SLP, BCS-CL
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: The concept of mindfulness—which can improve professional and personal outlook—focuses on three major features: intention, attention, and attitude. This course answers the question: What if school-based professionals apply the three features of mindfulness to understanding ASHA’s Code of Ethics and daily ethical practice?
Presenter(s): Gregory C Robinson, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Transgender and nonbinary (TGNB) students often have to deal with negative responses that can take a serious toll on their mental health. Research shows that having just one supportive adult in the child's life can significantly reduce these harmful outcomes. This on demand webinar explores—and provides opportunities for practicing—skills for communicating with students and coworkers in gender-inclusive ways and developing a toolbox of allyship with TGNB students.
Presenter(s): Deborah Hwa-Froelich, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Audiologists and speech-language pathologists may or may not be aware that an individual has been exposed to one or more types of maltreatment, including emotional, physical, and/or sexual abuse and/or neglect. Maltreatment influences an individual’s neurobiological structure and function; cognitive processes such as attention, memory, social cognition, and executive function; as well as communication development and behavior. This webinar will explore the incidence of maltreatment; developmental outcomes; assessment, intervention, and prevention strategies; and the role of communication professionals.
Presenter(s): Jerrold Jackson, MA, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Busy SLPs need solutions that support quality care within the time and resources available to them every day. Collaboration with speech-language pathology assistants (SLPAs) can maintain the integrity of services and continuity of care for patients, clients, and students and allow the SLP to practice at “the top of their license/certification.” However, for many SLPs, the thought of supervising an assistant comes with questions and concerns. This on demand webinar provides a framework for supervision and a discussion on how to ensure it’s a collaborative relationship for all stakeholders.
Presenter(s): Michelle Dawson, MS, CCC-SLP, CLC; Diane Muzio, PhD, CCC-SLP; Natalie Tomerlin, MS, CCC-SLP; Dawn Wetzel, MAT,CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This course is one part of a four-course learning path/course set, Foundations of Effective Supervision. The webinar addresses the current state of medical SLP externships from a university perspective. Presenters share examples of successful integration and supervision in pediatric and adult medical settings and offer evidence-based, practical suggestions for supervision training and strategies that ensure the integrity of the profession and the delivery of quality, culturally responsive services to patients.
Credit(s): PDHs: 7.0, ASHA CEUs*: 0.7
Summary: Taking into account children’s learning processes is important when SLPs design interventions aimed at teaching new skills or expanding abilities. This journal self-study – based on a special issue of Language, Speech, and Hearing Services in Schools – focuses on the type of learning that happens implicitly and quickly, without effort or even the knowledge that we are learning. This type of learning – known as statistical learning – refers to the way that children recognize patterns in the world around them. As language is full of patterns, this type of learning plays a large role in how children learn sound production, words, grammatical structures, and more. The articles in this selfstudy explore how SLPs can capitalize on implicit learning processes during intervention to help learning happen faster.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: A communication disorder can have a profound impact on many aspects of a person’s life, including school, work, leisure, and social relationships. Sudden changes, such as those that occur after stroke or other illness, as well as more gradual difficulties, such as those associated with age-related hearing loss, can negatively affect interactions with other people and engagement in daily activities. This journal self-study explores how social networks and feelings of isolation or loneliness may change when a person experiences communication difficulties. It also looks at how well SLPs and audiologists recognize and address the social and emotional needs of their patients during treatment. Clinicians working with older adults with speech, language, and hearing disorders will come away with a better understanding of the impact of social and familial support on patient success and how to better address these needs when planning treatment.
Presenter(s): Carmin Bartow, MA, CCC-SLP, BCS-S
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: Endotracheal tubes, tracheostomy tubes, and ventilator dependency can have adverse effects on communication and swallowing. SLPs who take the lead role in remediating these impairments need to have the knowledge and skills to provide appropriate, safe, and evidence-based interventions. This streaming video course is designed for the SLP who has an interest in post-extubation dysphagia and in communication and swallowing challenges associated with tracheostomy tubes and ventilator dependency. The course reviews the literature and presents a “how-to” guide for managing these medically complex patients. Medical SLPs will walk away with strategies to best manage their patients who are experiencing complications due to artificial airways.
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