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Results 61 - 70 of 110
Presenter(s): Susan Nittrouer, PhD
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Early intervention programs and technological advances have made it possible for children born with hearing loss to attain levels of spoken language proficiency not previously possible. But these children need appropriate intervention to acquire spoken language at their optimal level. This webinar explores six principles of intervention that can effectively facilitate the acquisition of spoken language. Speaker Susan Nittrouer discusses relevant research and case studies to support the six principles and their role in maximizing outcomes.
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): Julie A. Wolter, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar explores the foundational theory and key components of a language-based literacy model to guide assessment and intervention for adolescents who struggle with language and/or literacy development. The speaker discusses a multilinguistic literacy approach—i.e., a focus of explicit reflection on the foundational skills of sounds (phonology), letters (orthography), meaning (morphology), vocabulary (semantics), and grammar (syntax) in the context of written language. The webinar discusses variations of this type of language-focused literacy approach to improve the literacy skills of adolescents at risk for and diagnosed with developmental language disorders, dyslexia, and reading comprehension and spelling deficits.
Presenter(s): Mariam M. Abdelaziz, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This recorded session from ASHA’s 2021 Schools Connect online conference presents an evidence-based balanced literacy approach as a model for assessment and intervention that targets aspects of literacy beyond decoding and comprehension, such as morphology and orthography. The presenter also discusses considerations for culturally responsive assessment and intervention.
Presenter(s): Teresa Ukrainetz, PhD, S-LP(C)
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: As students move from learning to read to reading to learn, they step onto the path toward becoming active, independent, strategic academic learners. This session explains strategy intervention, which is supported by a strong body of research evidence and well-suited to the expertise and resources of school-based SLPs. The speaker discusses selecting teachable strategies, teaching through spoken interactions around written texts, connecting to the classroom, and moving strategies from SLP teaching tools toward student learning tools. The session demonstrates an evidence-based contextualized skill intervention called Sketch and Speak and discusses core teaching procedures as well as adaptations and extensions for different students and situations.
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): 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."
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: The theme for this SIG 14 course is multicultural considerations in language assessment and autism screenings. Specific topics include: assessing article production accuracy in an Arabic-English speaking child as well as examination of the utility of the Vietnamese language version of the Modified Checklist of Autism in Toddlers-Revision with Follow-Up (M-CHAT-R/F) for screening Vietnamese children for autism risk.
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): Donna Thomas, PhD, CCC-SLP, Dee M. Lance, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session addresses the connection between oral and written language as it applies to service delivery for school-age children. The speakers explore incorporating children’s literature in treatment, meeting states’ curricular standards, and using various service delivery models that support language intervention in schools.
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