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Presenter(s): Teresa M Roberts, EdD, CCC-SLP; Giselle Núñez, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This presentation discusses how faculty members can incorporate inclusive teaching methods to promote increased accessibility for a range of students with diverse learning needs. Presenters describe the main tenets of Universal Design for Learning (UDL) and ways that instructors can reflect on their teaching practices to incorporate elements of UDL into their courses through incremental pedagogical changes.
Presenter(s): Lakeisha Johnson, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: SLPs have noted the diagnostic challenge of distinguishing between the clinical indicators of language disorder, language delay based on the impacts of being reared in poverty, and the linguistic variation of students who speak African American English (AAE). This session discusses evidence-based assessment and treatment practices that SLPs can utilize when working with speakers of AAE and other nonmainstream dialects to help them identify students with true language and literacy disorders and provide needed interventions in a timely manner.
Presenter(s): Sydney E Bednarz, AuD, CCC-A
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: For clinical audiologists and hearing health care professionals, the older "watch and wait" approach to working with children with unilateral or mild hearing loss has evolved. More recent research and professional experience have shown that providing supports and management strategies similar to those used with children who have bilateral hearing loss results in improved outcomes. This webinar outlines current approaches to managing unilateral and mild hearing loss in children in schools and clinical settings.
Presenter(s): Patricia M Zebrowski, PhD, CCC-SLP, BCS-S
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar presents a framework for assisting teens and adults in the design and implementation of stuttering intervention. The course is based on the concept that meaningful stuttering intervention and outcomes are based in the client's and clinician's shared understanding of the importance and weight that the client places on changing the physical attributes of stuttering, their thoughts and feelings about it, their use of avoidance strategies, and how ready they are to change one or all of these components.
Presenter(s): Marianne E Gellert-Jones, MA, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar is designed for school-based SLPs who support children with complex oral feeding and swallowing needs. The speaker discusses the components of a robust feeding and dysphagia assessment, and how that assessment informs treatment decisions surrounding a student's feeding needs. The course examines effective and realistic goal development to address feeding needs within the IEP.
Presenter(s): Samantha C Washington, EdD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Many of the static assessments administered by speech-language pathologists have some degree of cultural assumptions and are often limited in representing diverse groups. This course provides strategies to assess standardized assessments' cultural and linguistic sensitivity and provides guidance for the use of alternative assessment options.
Presenter(s): Christina D Bradburn, MS, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session shares easy-to-implement strategies for more diverse service delivery models, including classroom-based services. The speaker explores flexible scheduling examples, using the curriculum to target speech and language targets, and the art of collecting authentic data in integrated settings. Participants will leave this session with "use tomorrow" strategies as well as the confidence to make classroom-based service delivery work for clinicians and students.
Presenter(s): Marilyn A Nippold, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session introduces a language intervention program for middle and high school students-Philosophy for Adolescents-that is designed to support critical thinking, narrative and expository discourse, and the use of complex syntax and literate vocabulary such as abstract nouns and metacognitive verbs. The speaker discusses and demonstrates intervention using Philosophy for Adolescents through role-playing activities that engage participants as they work through a lesson in pairs or small groups.
Presenter(s): Joneen Lowman, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This session from ASHA's 2021 Schools Connect online conference explores best practices for delivering telepractice within the educational model. Using the evidence-based practice triangle of clinical expertise, evidence, and student-caregiver perspectives as a guide, the presenter discusses issues to consider before, during, and after a tele-encounter. The presenter explains cognitive load theory and computer-mediated communication and their application to digital evaluation and treatment. The session also includes methods and strategies for selecting and designing digital and nondigital assessment and treatment materials.
Presenter(s): Lynn Marty Grames, MA, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar will guide SLPs in knowing what to listen for in the speech and resonance of children with cleft palate, cleft lip and palate, and/or velopharyngeal dysfunction and will discuss how to differentiate active, passive, and adaptive articulations. The speaker will address how to decide what to treat with speech interventions vs. what requires treatment from the medical team and will review evidence-based intervention techniques.
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