ASHA Learning Pass

Log in and check out the Dashboard to view featured courses.

Filter Courses By
Profession [clear]
Setting
Client Age
Topic Area
Experience
Course Format [clear]
SIG
Instructional Level
Results 91 - 100 of 382
Presenter(s): Sarah Gregory, MS, CCC-SLP; Hannah Foley, BA
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: AAC teletherapy can be fun, engaging, and effective with the right tools and strategies. This session provides guidance on setting up AAC systems for modeling during virtual sessions as well as tools SLPs can use to view a student's AAC device virtually. The speaker explores free and low-cost telepractice materials to increase student engagement and make planning more manageable. This course is a recorded session from the 2021 online conference “Expanding AAC: Accessible Strategies for Functional Communication.”
Presenter(s): Sarah Murphy Gregory, MS, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Coaching communication partners to support augmentative and alternative communication (AAC) is an important and effective strategy, and the increase in virtual communication over the past year has opened the door for more comprehensive and robust coaching opportunities. This session from ASHA's 2021 Schools Connect online conference examines technology tools that make the process more efficient, accessible, and effective. The presenter also discusses strategies to build relationships and create positive collaboration with families and caregivers.
Presenter(s): Caroline R. Musselwhite, EdD, CCC-SLP; Krista Howard, AA
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session explores tools, strategies, and a framework to enhance engagement, learning, and generalization for students who use AAC. The speakers discuss various ways to support students’ learning and communication with peers, including using social communication games, combining core vocabulary and literacy, and determining authentic purposes. This course is a recorded session from the 2021 online conference “Expanding AAC: Accessible Strategies for Functional Communication.”
Presenter(s): Katherine (Kittie) Verdolini Abbott, PhD, CCC-SLP; Hagar Feinstein, BA
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session presents an approach to voice treatment and training for children that uses age-adapted play and emphasizes vocal function as opposed to conservation. The speakers discuss the science and data behind the approach, as well as practical issues and strategies for clinical service delivery. This course is a recorded session from the 2020 online conference “Voice Evaluation and Treatment: Improving Outcomes for Children and Adults.”
Presenter(s): Mary L. Casper, MA, CCC-SLP; Michelle McDonagh, RD, CD; Nicole Rogus-Pulia, PhD, CCC-SLP; Erin Scott, MD
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: This course includes four recorded sessions from the 2017 online conference “Dysphagia in Older Adults.” These sessions include points to keep in mind when counseling older adults with dysphagia and their families or caregivers about nutrition, diet, and other topics. The conference included a total of 13 sessions, with the broad goal of giving clinicians new, evidence-based strategies for improving overall quality of life for older adults.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: In this SIG 4 activity, authors describe ways to (a) increase speech-language pathologists’ comfort with treating stuttering by providing a structured grouping of activities centered around using education, ease, and empowerment (Gore & Margulis); (b) continue using empirical evidence and clinical experience to make informed decisions about assessment procedures for young children who stutter (Singer & Kelly); and (c) provide holistic speech-language therapy services for stuttering using telehealth (McGill & Schroth). Each of these articles provides practicing clinicians ways to gain confidence in their abilities to provide evaluations and treatment across delivery paradigms.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: In this SIG 4 activity, authors describe ways to (a) increase speech-language pathologists’ comfort with treating stuttering by providing a structured grouping of activities centered around using education, ease, and empowerment (Gore & Margulis); (b) continue using empirical evidence and clinical experience to make informed decisions about assessment procedures for young children who stutter (Singer & Kelly); and (c) provide holistic speech-language therapy services for stuttering using telehealth (McGill & Schroth). Each of these articles provides practicing clinicians ways to gain confidence in their abilities to provide evaluations and treatment across delivery paradigms.
Presenter(s): Amy L. Donaldson, PhD, CCC-SLP; endever* corbin,
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session discusses communicative choice and agency for students on the autism spectrum. The speakers address these topics within a framework of neurodiversity and anti-ableism, presenting recommendations from the autistic community to support professionals in facilitating communication access for all children, including speech and augmentative and alternative communication.
Presenter(s): Debra Schober-Peterson, PhD, CCC-SLP, BCS-CL; Katharine F. Meyer, Esq.
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Private practice has its own set of unique ethical challenges. Private practitioners need to be aware of a host of potential ethical issues and create policies to ensure that they--and their employees--are making ethical decisions in every part of their practice. This session discusses these considerations.
Credit(s): PDHs: 6.0, ASHA CEUs*: 0.6
Summary: This SIG 1 Perspectives activity focuses on assessing and treating students with intellectual disability (ID) in the areas of language and literacy. The first article discusses the primary components of a parent-implemented language intervention for children with fragile X syndrome. The second article discusses emergent and conventional literacy skills and the strengths and challenges in reading and spelling for adolescents with ID. The third article describes the key components and modifications that can be utilized in narrative interventions when working with individuals that are diagnosed with intellectual and developmental disabilities. The final article provides the parents’ perspectives of the home and school literacy experiences of children with ID in preschool.
<< 6 7 8 9 10 11 12 13 14 15 >>