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Results 51 - 60 of 225
Presenter(s): Maria Del Duca, MS, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This webinar will answer common questions SLPs may have about working with children with social and/or emotional issues: What types of social/emotional issues (including and beyond those associated with autism spectrum disorder) can children exhibit? Do these issues impact communication development and, if so, how? How can we identify early signs, symptoms, and risk factors of social/emotional disorders in young children? What roles do SLPs play when working with children with social/emotional deficits – in language assessment/intervention and beyond? When do we treat? When do we refer?
Presenter(s): Kim Murza, PhD, CCC-SLP
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: To make a difference for our students we can’t work alone; yet, collaboration is hard. This course – part of a series that proposes practical approaches to overcoming the big challenges school-based SLPs face – focuses on concrete, realistic strategies for making collaboration work in schools, using case scenarios to explore different implementations of collaboration. The course guides you through practice activities designed to identify solutions tailored to your environment and the unique communication needs of your students. The course also includes strategies that will make you a more effective advocate at all levels – for your students, yourself, and the concept of collaborative services in general.
Presenter(s): Lisa Wallace, MS, CCC-SLP; Kristin Dorris, MS, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar will explore strategies and tools for providing effective coaching through telepractice for caregivers of young children with autism spectrum disorder (ASD). The speakers will discuss the benefits of telepractice for this population and provide a variety of free resources, including checklists, agendas, and a tool kit.
Credit(s): PDHs: 6.0, ASHA CEUs*: 0.6
Summary: Children with speech sound disorders make up a large part of the caseload for many SLPs who work with preschool and school-age children. Speech sound disorders not only affect a child’s ability to communicate at a young age but also may lead to later speech and literacy difficulties. This journal self-study explores issues related to managing speech sound disorders, including assessment and treatment options. It also includes articles that identify predictors of future speech and literacy problems. Clinicians can use this information to help identify appropriate assessment tools and potential treatment options, as well as counsel parents and teachers of children who may be at risk for continuing speech and academic difficulties.
Presenter(s): Deborah Schwind, DHSc, MEd, OTR/L, BCP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar addresses the daunting transition from school to college, career, and community for students with disabilities. Speaker Deborah Schwind identifies and discusses factors that predict a successful transition. She discusses examples of strategies that professionals can embed in intervention sessions as well as in classrooms – beginning as early as elementary school – to increase the likelihood of a successful transition after high school graduation.
Credit(s): PDHs: 5.5, ASHA CEUs*: 0.55
Summary: The articles in this journal self-study discuss the literacy difficulties many children with autism spectrum disorder (ASD) experience, with direct clinical implications for literacy assessment and intervention. The articles, which apply to children across the age spectrum, are from a 2021 forum published in Language, Speech, and Hearing Services in Schools, titled “Literacy in Autism—Across the Spectrum.”
Credit(s): PDHs: 6.5, ASHA CEUs*: 0.65
Summary: This Perspectives activity focuses on the assessment and treatment of school-age students with social language deficits. Articles focus on conversational profiles for students with autism and intervention strategies appropriate for students within each profile; the benefit of using analog tasks with toddlers through adolescents to evaluate social communication abilities and guide intervention; best practices in assessing students with social communication deficits; and how effective commercially available standardized tests are for evaluating the social and pragmatic language deficits of students with social pragmatic communication disorder within and separate from autism.
Presenter(s): Jose A. Ortiz, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Multilingual children are often over- or under-identified as having speech- and/or language-related disorders. This on demand webinar reviews the underlying causes of this disproportionality, the role that SLPs can play in prevention, and the importance of nonbiased assessment. The presenter discusses how SLPs can improve the accuracy of language-related disorder identification in schools by leveraging their unique skill set. The webinar presents a framework for disproportionality prevention as well as information about specific assessment methods.
Credit(s): PDHs: 8.5, ASHA CEUs*: 0.85
Summary: SLPs are tasked with evaluating dual language learners (DLLs), often without speaking the language the child uses most. This journal self-study explores emerging practices that SLPs can use to improve overall assessment quality and outcomes when working with diverse DLLs.
Presenter(s): Lissa Power-deFur, PhD, CCC-SLP, BCS-CL
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Due process hearings are legal procedures established in special education to provide for resolution when the parents and school personnel disagree. This session reviews ethical principles associated with due process and the legal responsibilities associated with being a witness in a due process hearing. The speaker shares strategies for preventing and resolving disputes and representing ourselves, our students, and our profession equitably when called into a hearing.
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