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Results 91 - 100 of 124
Presenter(s): Melissa Malani, PhD, CCC-SLP, BCS-CL
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session examines the difference between disciplinary literacy and content-area literacy and takes an in-depth look at the various intricacies of the disciplines. The speaker shares a thinking-points questionnaire to help SLPs collaborate with content-area teachers and determine students’ language needs.
Presenter(s): Deborah Crawford, MS, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Do you find that your students can answer questions about stories but are not able to tell stories themselves or tell about a personal experience? This session explores strategies for assessing narrative discourse skills, implementing oral narrative intervention strategies, and measuring progress. Strategies can apply to students of all ages.
Presenter(s): Ann-Marie Orlando, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: The learning characteristics of children with severe disabilities necessitate collaboration with families and professionals to determine goals and objectives of literacy instruction. This session provides an overview of the SLP’s key role in literacy instruction and describes student learning characteristics and research-based literacy instruction for students with severe disabilities.
Presenter(s): Elsa Cárdenas-Hagan, EdD, CCC-SLP, CALT
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This session describes the foundational skills of literacy as defined by the National Literacy Panel Report and describes the methods for differentiating language and literacy instruction for school-age students who are learning English. The speaker models evidence-based strategies and provides resources for implementation.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: The articles in this course present models for increasing equity and inclusion across our discipline. Girolamo and Ghali introduce a student-led grassroots initiative that supports minority students at all levels. Mohapatra and Mohan propose a model for increasing student diversity and inclusion based on successful programs from other health-related disciplines. Finally, Mishra et al. examine three challenges that faculty of color face: cultural competency, imposter syndrome, and racial microaggressions.
Presenter(s): Elizabeth D Peña, PhD
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: A challenge in conducing dynamic assessment - an alternative to standardized testing that accounts for individuals' unique cultural and linguistic identities - is putting together all the information to make a clinical decision. In this course - which is broken into six 5-minute blocks - speaker Elizabeth Peña discusses using dynamic assessment to identify indicators of language difference and language disorder and how to incorporate this information into a clinical report and intervention plan. Peña gives examples and guides you through making recommendations about intervention based on dynamic assessment results.
Presenter(s): Elizabeth D Peña, PhD
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Dynamic assessment - an alternative to standardized testing that accounts for individuals' unique cultural and linguistic identities - helps SLPs identify disorder within linguistic variability. Thus, it is critically important to make careful systematic observations of learning during dynamic assessment. In this course - which is broken into six 5-minute blocks - speaker Elizabeth Peña explores what SLPs need to pay attention to during a mediated learning experience session and guides you through identifying key indicators to help you make clinical decisions for an individual on your caseload.
Presenter(s): Elizabeth D Peña, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: When testing children from linguistically and culturally diverse backgrounds, SLPs can use dynamic assessment (DA) as an alternative to standardized testing. In this course - which is broken into six 5-minute blocks - speaker Elizabeth Peña answers the oft-asked question, "What exactly IS dynamic assessment?" Peña explains how DA is different from other process-based approaches and guides you through identifying individuals on your caseload who could benefit from DA.
Credit(s): PDHs: 5.0, ASHA CEUs*: 0.5
Summary: In this SIG 10 activity, authors explore holistic admissions in CSD programs. Carmichael, Mandulak, and Watkins provide a tutorial for incorporating interviews during the admissions process. Scheer-Cohen, Heisler, and Moineau outline an approach to holistic admissions that includes a video response to a question, an informal group interview, a live lecture with an assessment, a simulation, content quiz, a writing prompt, and an individual live interview. Reisfeld and Kaplan provide a systemic review of admission measures that may be used to predict graduate students’ clinical skills. Finally, Newkirk-Turner and Hudson explore the dangers of unconscious bias in letters of recommendation for graduate admissions.
Presenter(s): Huanhuan Shi, MS; Meredith Kincaide; Christina Reuterskiold, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This course focuses on a meaning-based approach to language assessment and intervention for intentional communication skills in young children. The nonlinguistic and linguistic context support meaning-driven communication expressed with language form from the child. Speakers discuss language sample analysis and the developmental hierarchy of Language Content/Form/Use, and highlight how this approach is less biased than norm-based assessments when used with children from culturally and linguistically diverse contexts.
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