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Results 91 - 100 of 203
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): J. Scott Yaruss, PhD, CCC-SLP, BCS-F; Nina Reeves, MS, CCC-SLP, BCS-F
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: Acceptance of stuttering is a common but widely misunderstood goal of intervention. In this recorded session from ASHA’s 2021 Schools Connect online conference, two stuttering specialists explain what acceptance means and how it relates to helping people overcome the communication challenges they face. The presenters explore what acceptance is, where it fits into the overall intervention process, and how to help your students gain more comfort and confidence in their communication abilities.
Presenter(s): Jillian L Hall, MA, CCC-SLP ; Kelly M. Dodge, MS, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session discusses strategies for push-in services and strategies to develop interprofessional collaboration to enhance students' access to communication supports throughout their day-not just in the "speech room!" The overarching goal is that our adolescent students gain more independence and that all school staff join us in support of this mission.
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): 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): 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): Amanda Smith, EdD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Behavior regulation struggles are common issues facing not only school-based SLPs, but school districts as an entire entity across the nation. This course provides a general overview of behavior and its functions; background on the School Wide Positive Behavior Supports (SWPBIS) framework; and an in-depth look at evidence-based practices (EBPs), reinforcements, rewards, and consequences.
Presenter(s): Tina Childress, AuD, CCC-A
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Technology is ever-evolving, so it can be difficult to know what options are available—and which are evidence-based. This session will review recent literature and provide examples of assistive technologies (AT)—including those that are visually based, auditory-based, or a combination—and resources that can be used with students with (C)APDs. The presenter will also discuss nontraditional resources such as online and in-person support groups for parents and professionals for those situations when an expert is not available. This course is a recorded session from the 2018/2019 online conference “Central Auditory Processing Disorders (CAPD).”
Presenter(s): Megan A Morris, PhD, MPH, CCC-SLP; Christina Studts, PhD, MSPH, LCSW
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This course describes a mixed methods program of research aimed at adapting and testing the effectiveness and implementation of behavioral parent training (BPT) with young children who are deaf/hard of hearing (DHH) and use hearing aids or cochlear implants.
Presenter(s): Adena R Dacy, MS, CCC-SLP; Ashley Renee Larisey, MS, CCC-SLP; Kate Ahern, MS
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This recorded dialogue features speech-language pathologist Ashley Larisey and educational specialist Kate Ahern, who discuss strategies and ideas for engaging middle and high school students and for supporting AAC learning at home for students of all ages.
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