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Results 31 - 40 of 40
Presenter(s): Nina A Reardon-Reeves, MS, CCC-SLP, BCS-F; J. Scott Yaruss, PhD, CCC-SLP, BCS-F
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Navigating public school structures to create neurodiversity-informed stuttering assessment and intervention can be challenging for most speech-language pathologists. This session shares practical frameworks for assessment, eligibility, and dismissal decisions for students who stutter.
Presenter(s): Marianne E Gellert-Jones, MA, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session is designed for school-based SLPs who support children with complex oral feeding and swallowing needs. The speaker discusses the components of a robust assessment-and how that assessment informs decisions surrounding a student's feeding needs. The session examines effective and realistic goal development to address feeding needs within an IEP.
Presenter(s): Natalia Camacho, BS; Svenja Gusewski, PhD, CCC-SLP; Farzan A Irani, PhD, CCC-SLP; Raul Rojas, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This session is a clinical tutorial that uses cases examples to integrate the practices of language sample analysis and fluency assessment. It focuses on the implementation of fluency codes in narrative retell language samples. Speakers provide information on how to identify and accurately code specific types of disfluencies within a narrative retell language sample. The tutorial provides clinicians with practical tools to use in particular narrative retell language samples to assess fluency and language production skills in bilingual and monolingual children. This course is a recorded session from the 2021 ASHA Convention Virtual Library (session 2160V). Content disclosure: This project focuses on the tool "Systematic Analysis of Language Transcripts (SALT)" to assess fluency in narrative retell language samples.
Presenter(s): Ann Glang, PhD; Melissa McCart, EdD
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This session focuses on best practices and policies for schools to ensure that students successfully “return to learn” following a concussion/mild TBI. This course is a recorded session from the 2020 online conference “Maximizing Functional Outcomes for Individuals With Traumatic Brain Injuries.”
Presenter(s): Catherine Wiseman-Hakes, PhD
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: There is a high prevalence of brain injury among youth and adults in the criminal justice system. The cognitive-communication impairments associated with brain injury can be a risk factor for both justice involvement and recidivism as well as barrier to successful community reintegration. This session focuses on the emerging role of SLPs with this underserved population, which may include assessment and intervention but may also include advocacy as well as training and education of front-line staff and justice professionals.
Presenter(s): Angela H Ciccia, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Pediatric traumatic brain injury (TBI) is a leading cause of acquired disability in childhood, and students with TBI often experience challenges that fall within the SLP scope of practice. This session presents practical information, tips, and strategies that SLPs can use to improve service provision for students with TBI.
Presenter(s): Debbie Stanhouse, MEd, CCC-SLP, CCM
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session—a recorded session from ASHA’s 2020 Schools Connect conference—focuses on the continued rehabilitation of students with brain injuries through the art of successful transition into the school setting. The speaker addresses how accurate assessment leads to the establishment and implementation of successful intervention plans that include educationally relevant goals. This session is designed to accompany the 2020 Health Care Connect online conference session Initial Assessment and Transition Planning for Youth With Brain Injury. Together, the two sessions address provision of services for the same students across medical and school settings.
Presenter(s): Carolyn Dolby, MS, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This session explores strategies to maximize the efficacy of dysphagia treatment activities, shares relevant resources, and highlights the benefits of implementing a centralized approach for addressing the dynamic needs of elementary-age students who require dysphagia services in the school setting. This course is a recorded session from the 2020/2021 online conference “Practical Solutions for Elementary Assessment, Treatment, and Collaboration."
Presenter(s): Joan C Arvedson, PhD, CCC-SLP, BCS-S
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: SLPs who work with infants and children with feeding and swallowing disorders are involved in high-risk patient care. Our knowledge base is broad in some aspects of feeding and swallowing evaluation and management. However, it is critical that we expand our horizons to facilitate the best possible functional outcomes for the whole child and family. This session discusses challenges for the future as a combination of art and science as well as highlights areas of consensus and controversy in the many facets of practice that encompass pediatric feeding and swallowing. This course is a recorded session from the 2023 ASHA online conference Rethinking Pediatric Feeding and Swallowing.
Presenter(s): Pamela M Dodrill, PhD, CCC-SLP, BCS-S, CNT
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: The session explores clinical feeding assessment tools that are appropriate for use in various clinical settings with children from birth to 3 years of age with varying etiologies. The speaker discusses pros and cons of various assessment tools as well as the importance of incorporating functional measures into your assessment battery to help guide meaningful management goals. This course is a recorded session from the 2023 ASHA online conference Rethinking Pediatric Feeding and Swallowing.
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