State Requirement Info
Searching all 657 courses
1
https://www.speechpathology.com/slp-ceus/course/phonological-intervention-for-multilingual-children-10717
Phonological Intervention for Multilingual Children: Expanding the Cycles Approach
Implementation of a Cycles pattern-oriented approach for multilingual children with highly unintelligible speech is described in this course. Topics include: speech-sound intervention practices for Spanish-English speakers and speakers of other languages, including recommendations for monolingual clinicians; target selection; and strategies for working with families.
auditory, textual, visual
Phonological Intervention for Multilingual Children: Expanding the Cycles Approach
Presented by Raul F. Prezas, PhD, CCC-SLP, PNAP
Course: #10717Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
Implementation of a Cycles pattern-oriented approach for multilingual children with highly unintelligible speech is described in this course. Topics include: speech-sound intervention practices for Spanish-English speakers and speakers of other languages, including recommendations for monolingual clinicians; target selection; and strategies for working with families.
2
https://www.speechpathology.com/slp-ceus/course/dynamic-temporal-tactile-cueing-introduction-10722
Dynamic Temporal Tactile Cueing for Children with Childhood Apraxia of Speech
This is Part 1 of a two-part series. A detailed overview of Dynamic Temporal Tactile Cueing (DTTC), a motor-based approach designed for children with Childhood Apraxia of Speech (CAS), is provided in this course. Theoretical foundations of DTTC as well as the temporal hierarchy and multisensory cues used in its implementation are described, and opportunities for dynamic clinical decision-making are provided in the context of case studies.
auditory, textual, visual
Dynamic Temporal Tactile Cueing for Children with Childhood Apraxia of Speech
Presented by Jenya Iuzzini-Seigel, PhD, CCC-SLP, Julie Case, PhD, CCC-SLP
Course: #10722Level: Intermediate1.5 Hours
AG Bell - LSLS/1.5 Domain 3; ASHA/0.15 Intermediate, Professional; IACET/0.2; Kansas LTS-S1370/1.5; SAC/1.5
This is Part 1 of a two-part series. A detailed overview of Dynamic Temporal Tactile Cueing (DTTC), a motor-based approach designed for children with Childhood Apraxia of Speech (CAS), is provided in this course. Theoretical foundations of DTTC as well as the temporal hierarchy and multisensory cues used in its implementation are described, and opportunities for dynamic clinical decision-making are provided in the context of case studies.
3
https://www.speechpathology.com/slp-ceus/course/empowering-resilience-integrating-trauma-informed-10714
Empowering Resilience: Integrating Trauma-Informed Mental Health Care in Speech-Language Pathology
The basics of trauma, including concepts of polyvagal theory, and its impacts on delivery of care are described in this course. Essential principles of trauma-informed care and practical strategies to create a safe, empathetic environment and effectively support clients who have experienced trauma are discussed. Self-care techniques that can be used to improve professional resilience are also presented.
auditory, textual, visual
Empowering Resilience: Integrating Trauma-Informed Mental Health Care in Speech-Language Pathology
Presented by Gabrielle Juliano-Villani, LCSW
Course: #10714Level: Introductory1 Hour
ASHA/0.1 Introductory, Related; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
The basics of trauma, including concepts of polyvagal theory, and its impacts on delivery of care are described in this course. Essential principles of trauma-informed care and practical strategies to create a safe, empathetic environment and effectively support clients who have experienced trauma are discussed. Self-care techniques that can be used to improve professional resilience are also presented.
4
https://www.speechpathology.com/slp-ceus/course/using-brief-interview-for-mental-10857
Using the Brief Interview for Mental Status (BIMS) for MDS Assessment and Cognitive Screening
The rationale for using the BIMS assessment tool and its relationship to the Minimum Data Set (MDS) assessment are described in this course. A demonstration of accurate administration of the BIMS, including effective scoring, is provided. Case studies are utilized to illustrate appropriate selection of screening and assessment measures for patients in cognitive decline.
auditory, textual, visual
Using the Brief Interview for Mental Status (BIMS) for MDS Assessment and Cognitive Screening
Presented by Amber B. Heape, CScD, CCC-SLP, FNAP, CDP
Course: #10857Level: Introductory1 Hour
ASHA/0.1 Introductory, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
The rationale for using the BIMS assessment tool and its relationship to the Minimum Data Set (MDS) assessment are described in this course. A demonstration of accurate administration of the BIMS, including effective scoring, is provided. Case studies are utilized to illustrate appropriate selection of screening and assessment measures for patients in cognitive decline.
5
https://www.speechpathology.com/slp-ceus/course/expand-your-private-practice-marketing-10711
Expand Your Private Practice: Marketing, Branding, and Networking Strategies
This is Part 3 in a three-part series on private practice. Effective marketing of private practices is discussed in this course. Identifying a niche and a marketing message for the target audience, developing a brand, and expanding networks to obtain reliable referral sources and create opportunities for business growth are described.
auditory, textual, visual
Expand Your Private Practice: Marketing, Branding, and Networking Strategies
Presented by Sonia Sethi-Kohli, MS, CCC-SLP, Adrienne Wallace, MBA, MS, CCC-SLP
Course: #10711Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Related; IACET/0.1; SAC/1.0
This is Part 3 in a three-part series on private practice. Effective marketing of private practices is discussed in this course. Identifying a niche and a marketing message for the target audience, developing a brand, and expanding networks to obtain reliable referral sources and create opportunities for business growth are described.
6
https://www.speechpathology.com/slp-ceus/course/interprofessional-practice-in-schools-steam-10709
Interprofessional Practice in Schools: STEAM Meets Social Language
The benefits of interprofessional practice (IPP) in educational settings and ways to implement IPP to support social language using science, technology, engineering, arts and mathematics (STEAM)-based problem solving are discussed in this course. An IPP team comprised of a school-based SLP, a special education teacher, and a gifted and talented teacher/media specialist describe the specific IPP framework that they use.
auditory, textual, visual
Interprofessional Practice in Schools: STEAM Meets Social Language
Presented by Robyn Becker, SLP.D, CCC-SLP, Rebecca Barajas, BS Ed, SLMS, Lauryn Peterson, MEd
Course: #10709Level: Introductory1 Hour
ASHA/0.1 Introductory, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
The benefits of interprofessional practice (IPP) in educational settings and ways to implement IPP to support social language using science, technology, engineering, arts and mathematics (STEAM)-based problem solving are discussed in this course. An IPP team comprised of a school-based SLP, a special education teacher, and a gifted and talented teacher/media specialist describe the specific IPP framework that they use.
7
https://www.speechpathology.com/slp-ceus/course/dysphagia-in-sporadic-inclusion-body-10700
Dysphagia in Sporadic Inclusion Body Myositis (IBM)
A comprehensive overview of the characteristics of sporadic inclusion body myositis (IBM) and its impact on swallowing performance is provided in this course. Best practices for swallowing assessment and the evidence currently available to guide the management of dysphagia are described. Patient videos are used to highlight concepts discussed.
auditory, textual, visual
Dysphagia in Sporadic Inclusion Body Myositis (IBM)
Presented by Kendrea L. (Focht) Garand, PhD, CScD, CCC-SLP, BCS-S, CBIS, CCRE
Course: #10700Level: Advanced1 Hour
ASHA/0.1 Advanced, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
A comprehensive overview of the characteristics of sporadic inclusion body myositis (IBM) and its impact on swallowing performance is provided in this course. Best practices for swallowing assessment and the evidence currently available to guide the management of dysphagia are described. Patient videos are used to highlight concepts discussed.
8
https://www.speechpathology.com/slp-ceus/course/pruning-effect-on-teenage-brain-1033875
The Pruning Effect On The Teenage Brain (It’s Not Just Hormones)
Adolescent brain changes during puberty - the pruning effect that helps the brain become more specialized - are highlighted in this course. The activation and deactivation of different brain areas and the impact of these changes on behaviors and participation in life tasks are described. The relevance of this information to assessment and intervention planning is also discussed.
auditory
The Pruning Effect On The Teenage Brain (It’s Not Just Hormones)
Presented by Tere Bowen-Irish, OTR/L
Course: #1033875Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
Adolescent brain changes during puberty - the pruning effect that helps the brain become more specialized - are highlighted in this course. The activation and deactivation of different brain areas and the impact of these changes on behaviors and participation in life tasks are described. The relevance of this information to assessment and intervention planning is also discussed.
9
https://www.speechpathology.com/slp-ceus/course/play-talk-read-connection-between-10708
Play, Talk, Read: The Connection Between Play, Language, and Academic Success
Children learn to read through play and language-rich environments well before they are taught the first letter. However, as play is disappearing, children are entering school without critical skills necessary for academic success. Connections between play, literacy and academic readiness and strategies for facilitating play and language-rich environments are discussed in this course.
auditory, textual, visual
Play, Talk, Read: The Connection Between Play, Language, and Academic Success
Presented by Angie Neal, MS, CCC-SLP
Course: #10708Level: Intermediate1.5 Hours
ASHA/0.15 Intermediate, Professional; IACET/0.2; Kansas LTS-S1370/1.5; SAC/1.5
Children learn to read through play and language-rich environments well before they are taught the first letter. However, as play is disappearing, children are entering school without critical skills necessary for academic success. Connections between play, literacy and academic readiness and strategies for facilitating play and language-rich environments are discussed in this course.
10
https://www.speechpathology.com/slp-ceus/course/teenagers-with-tinnitus-10707
Teenagers with Tinnitus
The prevalence of tinnitus in teenagers from all causes and the primary complaints associated with bothersome tinnitus are discussed in this course. Screenings and interventions the speech-language pathologist can provide, as well as situations in which referrals to other specialists should be made, are described.
auditory, textual, visual
Teenagers with Tinnitus
Presented by Brian J. Fligor, PhD, PASC
Course: #10707Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
The prevalence of tinnitus in teenagers from all causes and the primary complaints associated with bothersome tinnitus are discussed in this course. Screenings and interventions the speech-language pathologist can provide, as well as situations in which referrals to other specialists should be made, are described.