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Results 1 - 10 of 83
Presenter(s): Jennifer Gill, CCC-SLP; Aaron S Ziegler
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: A better understanding is needed of the barriers and facilitators in accessing communication services by gender diverse individuals. This session describes a conceptual model of health care access and shows its use in developing a group solution to improve gender expansive individuals' access of communication services.
Presenter(s): Lissa Power-deFur, PhD, CCC-SLP, BCS-CL
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Eligibility for speech-language services in schools must adhere to the requirements of the Individuals with Disabilities Education Improvement Act (IDEA). This session explains IDEA requirements, including eligibility criteria, use of standardized and nonstandardized assessments and classroom observations, and team decision-making. The presenter shares strategies and addresses eligibility concerns related to unique populations as well as presents tips to enhance deliberations by interprofessional teams when making eligibility decisions.This course is a recorded session from the 2022/2023 online conference "Assessment, Eligibility, and Dismissal in Schools: Strategies, Tools, and Decision-Making."
Presenter(s): Perry Flynn, MEd, CCC-SLP
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: This session explores the rationale for using a variety of service delivery modes to ensure elementary-age students are being served according to IDEA in the least restrictive environment (LRE). The speaker shares how SLPs can guide IEP teams to consider a variety of service delivery options. Lastly, the session discusses how to align speech-language intervention to curriculum materials and educational standards. This course is a recorded session from the 2020/2021 online conference “Practical Solutions for Elementary Assessment, Treatment, and Collaboration.”
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): Breanna I Krueger, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session provides information about speech sound disorder assessment and eligibility for school-age students. The speaker discusses age of acquisition of sounds as well as evidence for treating late-acquired sounds earlier in a child's development. The session also explores progress monitoring benchmarks for assessing treatment effectiveness.
Presenter(s): Elizabeth D Peña, PhD, CCC-SLP
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: A significant portion of school-age children speak languages in addition to English. To make appropriate diagnostic decisions when there are few available measures, SLPs must conduct assessments that have good classification accuracy and that are culturally and linguistically appropriate. This session addresses questions about assessments for bilingual or multilingual children, such as: How do we know how to select the best test for clinical diagnostic decision-making? What evidence-based procedures can we use? What are appropriate procedures for interpreting assessment results from children who use different varieties of English?This course is a recorded session from the 2022/2023 online conference "Assessment, Eligibility, and Dismissal in Schools: Strategies, Tools, and Decision-Making."
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): Mary Beth Lannon, EdD, CCC-A
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This recorded session from the ASHA Audiology 2022 Online Conference explores access to audiological services for individuals with intellectual disabilities. The speaker discusses testing adaptions, as well as training for students and professionals, that can maximize outcomes for these individuals. The session highlights the Special Olympics Healthy Athletes program as an example of a service that is successfully improving audiological evaluation and outcomes for individuals with intellectual disabilities.
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): Dionna Latimer- Hearn, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This course aims to equip school-based SLPs with knowledge and skills to conduct equitable, culturally responsive assessments for multilingual students. The speaker critically evaluates traditional assessment practices, describes a revised diagnostic framework, and shares strategies to differentiate between language difference and disorder. The course includes short presentations, demonstrations, and opportunities for practice, so you can examine your current assessment procedures, identify areas for improvement, and implement changes that result in linguistically affirming assessment.
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