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Presenter(s): Ginger G Collins, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Motivation often declines as children reach adolescence. Poor motivation inhibits participation and engagement in language-based interventions. The purpose of this presentation is to demonstrate how intervention can be designed to increase client motivation to participate in therapy while improving language-based literacy skills. This session presents motivation and behavior change techniques based on self-determination theory. It also includes examples of how to integrate these techniques into interventions with adolescent clients to satisfy their need for autonomy, relatedness, and competence while simultaneously addressing language-based literacy deficits.
Presenter(s): Adrienne R Wallace, MBA, MS, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session reviews the evidence for using theme-based intervention to promote communication development and discusses best practices for using appropriate technology, selecting toys and digital materials that incorporate themes, and formatting telepractice sessions to keep toddlers and preschoolers engaged. Finally, it shares tools for successful planning and documentation.
Credit(s): PDHs: 6.5, ASHA CEUs*: 0.65
Summary: This SIG 1 Perspectives activity focuses on therapeutic interventions related to contextualized language for school-age and adolescent students. Articles discuss intervention to increase motivation while targeting language-based literacy skills; development of collaborative academic conversations in older students with language delays and impairments; semantic reasoning as a vocabulary teaching tool; how a written, graphic, and oral learning strategy can improve comprehension, retention, and expression; and how morphological awareness intervention can be linked to learning academic vocabulary within disciplinary literacy strategies.