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Results 41 - 50 of 218
Presenter(s): Teresa L Farnham, MA, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: When assessing and analyzing the speech sound mastery of preschool and early elementary-age children with highly unintelligible speech, it can be challenging to measure baseline and progress in an unbiased, meaningful manner. This session discusses how to start a child moving quickly toward intelligibility by using simple and effective assessment practices, while also easing the workload for periodic progress monitoring.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): Carolyn M Dolby, MS, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar explores the expertise and tools needed to successfully conduct a comprehensive feeding and swallowing assessment in a school setting. The presenter provides step-by-step guidance to boost clinicians' confidence as they navigate this unique environment and leverage available resources to clearly identify students' feeding and swallowing needs when establishing eligibility and implementing preferred practice recommendations in the educational setting.
Presenter(s): Alicia B Hamilton, MS, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Cultural humility involves orienting yourself to the cultural aspects that are most important to your client, patient, or student. It embodies an attitude of partnership that fosters curiosity and respect for the individual's cultural practices and preferences while acknowledging areas where the clinician may lack knowledge. This micro course explores questions like, "How might my personal cultural practices impact my interactions?" and "How can I develop and hone skills to recognize these situations?"
Presenter(s): Suzanne M. Adlof, PhD
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Dyslexia and developmental language disorders (DLD) – relatively common, language-based disorders that affect children’s reading and academic achievement as well as social and life outcomes – frequently co-occur in the same child. This session examines the differences between the two disorders, how to identify children at risk for either or both, and how to provide treatment and accommodations to promote positive outcomes. The speaker discusses evidence-based practices for assessing and treating reading difficulties.
Presenter(s): Elizabeth Buck, MA, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: The SLP scope of practice has expanded in recent years to include literacy; however, it can be difficult for school SLPs to carve out their role within the school literacy team. This course focuses on the relationship between the school SLP, reading specialist, and/or special education teacher and how SLPs can cultivate that relationship to provide unified interventions that promote school-wide student success. The speaker shares examples of how school-based SLPs have successfully integrated into the school literacy framework.
Presenter(s): Kara B Corley, MS, CCC-SLP; Toby Loewenstein, MEd, MS, CCC-SLP; Victoria Sharaga, MS, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session provides instruction on creating and using readily producible visual aids (i.e., video play models, static play photos, Play Plan) to support executive function (EF), play, and narrative skills in preschoolers with DLD. The session discusses how EF difficulties present in preschoolers with DLD and strategies that can be immediately applied in intervention sessions and the classroom.
Presenter(s): Monique T Mills, PhD, CCC-SLP, BCS-CL; Leslie Moore, PhD
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: School-based SLPs who work with African American children can feel underprepared to properly evaluate their language abilities. This webinar explores variation in narrative practices common within AAE-speaking communities. The presenters discuss widely held beliefs about narrative language and its variation, how these beliefs affect clinical practice, and insights from research into how we can expand our narrative language assessment practices to be more inclusive of culturally based narrative variation.
Credit(s): PDHs: 6.0, ASHA CEUs*: 0.6
Summary: This SIG 1 Perspectives activity focuses on assessing and treating students with intellectual disability (ID) in the areas of language and literacy. The first article discusses the primary components of a parent-implemented language intervention for children with fragile X syndrome. The second article discusses emergent and conventional literacy skills and the strengths and challenges in reading and spelling for adolescents with ID. The third article describes the key components and modifications that can be utilized in narrative interventions when working with individuals that are diagnosed with intellectual and developmental disabilities. The final article provides the parents’ perspectives of the home and school literacy experiences of children with ID in preschool.
Presenter(s): Christina I Royster, EdD, CCC-SLP, BCS-CL; Courtney Danielle Overton, MS, CCC-SLP; Ana-Maria Jaramillo, SLPD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session explores implicit bias and its impact as well as discusses culturally and linguistically sustaining SLP practices for assessment of and intervention for diverse clients, patients, students, and families. Additionally, speakers highlight dynamic assessment, multicultural considerations, and strengths/weaknesses of current assessment practices.
Presenter(s): Alicia B Hamilton, MS, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Cultural responsiveness is an approach that uses both cultural knowledge/competence and cultural humility to honor a client's culture across all aspects of their treatment and learning. Cultural responsiveness is a fluid approach and requires partnership with a client as well as self-reflection. This micro course explores questions related to cultural responsiveness, like, "What does a culturally responsive interaction look and feel like?" and "How might one situation elicit many different reactions or perceptions?"
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