ASHA Learning Pass

The negative impacts of poor literacy skills are not limited to academic coursework; they can persist into adulthood and negatively affect many elements of quality of life. This session illustrates the important role of SLPs in contributing to individualized transition plans (ITPs) for students who struggle with written language skills to ensure a successful transition to life after school. The presenter discusses assessment practices that help inform ITP goal selection and presents opportunities for interdisciplinary interventions that prepare these students for success after graduation.

This course is a recorded session from the 2022/2023 online conference “Assessment, Eligibility, and Dismissal in Schools: Strategies, Tools, and Decision-Making.”

Learning Outcomes
You will be able to:

• Summarize the school-based SLP's contribution to a meaningful transition plan for students who struggle with literacy skills
• Utilize assessment strategies that inform intervention practices
• Implement interventions that prepare students with literacy deficits for success after graduation

Ginger G. Collins, PhD, CCC-SLP, is an Associate Professor at the University of Montana in the School of Speech, Language, Hearing, and Occupational Sciences. Dr. Collins’s research focuses on school-based interprofessional collaborative practices to promote language-literacy success and prevent academic failure, with an emphasis on morphological awareness/morphological knowledge, postsecondary transition planning, and effective pedagogy in communication sciences and disorders. Dr. Collins directs the MARVEL (Motivational Adolescent Research in Vocabulary and Expressive Literacy) Lab at the University of Montana and supervises undergraduate and graduate research projects focused on postsecondary transition planning for high school students with communication disorders. Prior to working in higher education, Dr. Collins was employed as a secondary school-based SLP.

Financial Disclosures:

• Salary from University of Montana 
• Financial compensation from ASHA for this presentation

Nonfinancial Disclosures:

• None

Assessment Type

Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

To earn continuing education credit, you must complete the learning assessment by April 11, 2028.

Program History and CE Information

Online conference dates: October 12–24, 2022, February 1-13, 2023
End date: April 11, 2028