CEU Podcast Courses

#5291: Stuttering Therapy: Overcoming the Impossible with Teens and Adults

Marilee Fini

CEUs/Hours Offered: ASHA/0.1 Intermediate, Professional; CASLPA/1.0

That’s impossible! Often times when treating teens and adults who stutter, it is easy to feel this way. The following will be discussed: the role of counseling in stuttering therapy, designing an effective treatment plan and techniques for helping teens and adults who stutter with employment. By the conclusion of the course, participants will be empowered with ideas that will help them see the many possibilities for teens and adults who stutter!

#5277: EBP in Accent Modification: Understanding client needs and values

Amee P. Shah

CEUs/Hours Offered: ASHA/0.1 Intermediate, Professional; CASLPA/1.0

This course uses a needs-based objective decision framework to identify the accent-related needs of clients who speak with nonstandard regional or foreign accents. Using quotes and video narratives of clients, listeners will be provided a range of attitudes, values, needs, and wants clients have around their accents. These attitudes and wants are not always predictable, and often, not identified or shared by clinicians. A broad range of research findings will also be presented to demonstrate the real-life challenges and obstacles related to speaking in nonstandard accents. Further, a clients’-needs-based framework that uses quantitative methods and statistically-tested stimuli is introduced in this course to ensure that clinician biases, society’s stereotypes, or employer’s discrimination are not the driving forces in accent-modification services. Instead, the framework shows how objective data and evidence based practice (EBP) can overcome and replace stereotypes and inadvertent discrimination.

#5272: Recognizing Individual and Cultural Differences in Supervision

Wren Newman

CEUs/Hours Offered: ASHA/0.1 Intermediate, Related; CASLPA/1.0

The supervisory relationship is critical to the success of the supervisory process and the achievement of desired outcomes. Individual and cultural differences of the supervisee and the supervisor should be respected in order to assure a positive relationship. This session will provide strategies to assist in fostering a willingness to communicate openly relative to different perspectives and backgrounds, including cultural/linguistic, social roles, generational, and gender differences.

  02/21  'The presenter used specific examples from her experiences to illustrate the topi...'
  02/22  'The subject matter of this course is useful far beyond the mere confines of the...'

#5267: Winging It: One-year Case Study of Teacher-SLP Collaboration Discourse in Classroom-Based Therapy

Lara L. Wakefield

CEUs/Hours Offered: ASHA/0.1 Intermediate, Related; CASLPA/1.0

This presentation examines an SLP's journey in delivering services in the classroom via a team-teaching model with a special educator and a regular educator over the course of a school year. This is a qualitative, 7-month longitudinal case-study of the SLP's roles, routines, and perceptions as a collaborative partner in inclusive service delivery. The results of the collaborative discourse that emerged are discussed. Practical implications related to the the types of discourse patterns that facilitated successful collaborations will be highlighted. Simple collaboration strategies such as asking clarification questions and learning how to negotiate the suggestions of other professionals will be highlighted.

  02/16  'Very applicable to my current work'
  02/17  'Clear examples were provided'

#5262: Prospective Payment System (PPS) 2012

Gary Mertz

CEUs/Hours Offered: ASHA/0.1 Intermediate, Related; CASLPA/1.0

This course will summarize the changes to Prospective Payment System that were made effective October 1, 2011. The course will analyze the impact on facilities and providers and further provide strategies to use to minimize negative impacts.

#5244: ARtIC Lab™: A Bilingual Intervention Approach to Articulation Concerns - Update

JoAnn Wiechmann

CEUs/Hours Offered: ASHA/0.1 Intermediate, Professional; CASLPA/1.0

During this presentation, the use of ARtIC Lab™ as an evidence-based research model for providing focused intervention for students who struggle with articulation will be discussed. The district requirements for RTI and the role of the SLP will be reviewed as foundation to using the program. Implementation of ARtIC Lab™ will be presented, followed by an update on “lessons learned” after several years of implementation.

#5238: Literacy Development in Infants and Toddlers: Best Practices for the SLP

Margot E. Kelman

CEUs/Hours Offered: ASHA/0.1 Intermediate, Professional; CASLPA/1.0

This course, the second in a two-part series, focuses on providing the speech-language pathologist with specific strategies to facilitate early literacy skills in children birth to three years of age. Literacy milestones, techniques and activities to promote literacy development, and ways to enhance print literacy are discussed. Part one focuses on the origins of emergent literacy theory, knowledge and skills associated with early literacy, and the relationship between emergent literacy and oral language from a research perspective.

  01/16  ''
  01/17  'I actually teach this very subject as PD---it was such a well-organized, inclusi...'
  01/20  'It was very informative, well structured, and provided clear examples'
  01/23  'Organization of material and examples'
  01/30  'Concrete examples & specific books listed'
  02/08  'Nice to see some of the new research on emerging literacy skills'
  02/13  'I liked how organized it was'
  02/17  'Descriptions of specific literacy facilitation strategies were helpful'

#5230: Infection Control for Speech-Language Pathology

A.U. Bankaitis

CEUs/Hours Offered: ASHA/0.1 Introductory, Related; CASLPA/1.0

The purpose of this course is to define infection control and outline a clear rationale as to why it must be integrated into speech-language pathology. This course will also focus on initial preparation for implementing an infection control plan.

  01/12  'new information'
  01/16  'Relevant information'
  01/20  'timely information'
  01/24  'New info that will be helpful in our practice'
  01/24  'Nice review with information on getting additional resources'
  02/02  'Well organized, concise, thorough, effectively and logically presented'
  02/11  'INFORMATIVE'

#5228: Literacy Development in Infants and Toddlers: Research Findings

Margot E. Kelman

CEUs/Hours Offered: ASHA/0.1 Intermediate, Professional; CASLPA/1.0

This presentation, the first in a two-part series, focuses on early childhood literacy development from a speech-pathologist’s perspective. The relationships between emergent literacy and oral language and between the home literacy environment and early language are discussed. The origins of emergent literacy theory and the knowledge and skills associated with early literacy in infants and toddlers are examined.

  01/10  'Very well organized and supported with research'
  01/13  'The recent research findings and importance of beginning emergent literacy pract...'
  01/15  'Lots of info, great refresher, applicable'
  01/16  'great information based on research'
  01/23  'I do parent training sessions with parents of children with language delay'
  01/24  'The presenter included resources and references, both current and historic, that...'
  02/04  'As SLP working with early intervention gained information on emergent literacy a...'
  02/13  'It was very clear, well organized, and enjoyable to listen to'
  02/18  'the research information was very comprehensive'

#5210: Is This Ethical? Use of an ethical decision-making model to address ethical issues in the workplace

Lissa Power-deFur

CEUs/Hours Offered: ASHA/0.1 Intermediate, Related; CASLPA/1.0

This course will discuss an ethical decision-making model for use when ethical dilemmas present themselves at the workplace. After a review of the ASHA Code of Ethics principles and rules, the course will present an ethical decision-making model that addresses ethical, policy, and legal issues. The decision-making model will be applied to a variety of ethical dilemmas from both educational and medical work settings.

  12/22  ''
  12/27  'I thought the 'real life' examples were very helpful!'
  12/28  'The presenter covered the core issues, provided references, gave case studies/il...'
  12/30  'The presenter was very informative and used real world examples to illustrate he...'
  01/03  'well organized and followed the powerpoint'
  01/04  'Hand-out well-organized'
  01/07  'good information'
  02/02  'Thorough, well-organized, good opportunity for application of principles taught'
  02/17  'Very good examples on ethical dilemas!'

#5192: 22q11.2 Deletion Syndrome (Velocardiofacial/DiGeorge Syndrome)

Adriane Baylis

CEUs/Hours Offered: ASHA/0.1 Intermediate, Professional; CASLPA/1.0

Speech-language pathologists play an important role in the diagnosis, assessment, and treatment of children with 22q11.2 deletion syndrome (also known as Velocardiofacial/DiGeorge syndrome). This course will include an overview of the 22q11.2 deletion syndrome, as well as speech-language, feeding/swallowing, and developmental findings. Evidence-based speech-language assessment and treatment considerations for pediatric patients with this syndrome will be presented.

  12/22  'I hadn't found specific info on DiGeorge/22q11'
  12/26  'The presenter was knowledgeable about her topic and the presentation was well or...'
  12/27  'Great course, good presenter and excellent information'
  12/29  'Organized, thorough overview, interesting sound clips, vry knowledgeable speaker'
  12/30  'Well informed, articulate presenter'
  12/31  'Information concerning social language deficits in older q22 subjects'
  01/03  'The audio nicely followed the handout, there was good background information, an...'
  01/04  'It provided new information to me'
  01/06  'The information, which I had not heard before, was explained clearly and careful...'
  01/07  'speaker was very knowlegable'
  01/22  'The presenter was excellent'
  01/24  'Well organized of the material and increased my overall knowledge of the topic'
  01/27  'Presenter was well organized and knowledgeable'
  02/01  'the speaker was very clear and easy to understand and she was very organized and...'

#5198: Assistive Technology for Individuals with Traumatic Brain Injury: Current technologies and available evidence

Jennifer Ostergren | Megan Elizabeth Carey | Jerica O. Montgomery

CEUs/Hours Offered: ASHA/0.1 Intermediate, Professional; CASLPA/1.0

This course will discuss the use of technology for individuals with traumatic brain injury (TBI), including: 1) an overview of current technologies, 2) recommendations for assessment of technology, 3) a review of available evidence in the application of assistive technology (AT) for this purpose, and 4) a discussion of a recent survey specific to speech-language pathologist and the use of technology for individuals with neurologic cognitive and/or communicative disorders.

  12/19  'interesting topic'
  12/21  'The categorization of the material and the three different speakers'
  12/27  ''
  12/28  'informative'
  12/28  'very organized and informative presentation'
  12/28  'Content very useful'
  01/11  'Practical suggestions related to AAC'
  01/16  'a) profile of a wide variety of older as well as newer technology, 2) checklist'
  01/28  'Everything presented was directly applicable to clinical practice - not theoreti...'

#5170: Acquired Apraxia of Speech: Current views on diagnosis and treatment

Edwin Maas

CEUs/Hours Offered: ASHA/0.1 Intermediate, Professional; CASLPA/1.0

In this course, we will first review current consensus criteria for acquired apraxia of speech. Next, we will discuss various current treatment approaches and their evidence, as well as some general principles that are likely to facilitate speech motor learning in apraxia of speech.

  11/27  'Intuitive and counter-intuitive information'
  11/28  'Well presented overview on the definition, treatment approach, and recent resear...'
  11/30  'good information'
  12/01  'Practical and useful information'
  12/01  'interesting presenter'
  12/02  'very easy to listen to and follow'
  12/03  'Clear and concise'
  12/04  'content and organization of information'
  12/05  'Presenter used examples of patients recorded speech impairment, with relevant re...'
  12/05  'appreciate the breakdown of evidence-based treatment approaches'
  12/06  'The information was well-organized and the instructor explained things very well'
  12/07  'The definitions of apraxia, the current approaches to treatment'
  12/10  'Used research to discuss what is likely to be the most effective treatment'
  12/12  'This course provided good information regarding the treatments and efficacy of t...'
  12/13  'Presentation was to the point on and easily followed, presenterwas able to embel...'
  12/16  'It gave me a much better understanding of apraxia of speech and some ideas to us...'
  12/17  'Excellent explanation of motor learning and how studies arrived at conclusions r...'
  12/19  'good quick review of research'
  12/23  'I liked the handouts which came with the course'
  12/25  'Easy to understand, appropriate rate of speech, followed written material'
  12/26  'I enjoyed having speech samples and the format of the information was presented...'
  12/27  ''
  12/28  'explanations of treatment approaches'
  12/29  'clinical applications'
  12/30  'Very useful information'
  12/31  'Well-organized and relevant!'
  01/03  'Easy to follow handout'
  01/07  'Considering the limited research available Mr'
  02/21  'Detailed explanations to better understand the deficit and treatment approaches'
  02/22  'I learned good information about treatment'

#5181: Evaluation and Assessment of Cognitive-Communication Disorders in Individuals with Traumatic Brain Injury

Victoria Harding

CEUs/Hours Offered: ASHA/0.1 Intermediate, Professional; CASLPA/1.0

The course will provide SLPs who work with individuals who have sustained TBI with detailed information regarding best practice for selecting test materials. Specific information about evaluation including normative data, target population, test description, scoring, time required for completion, what the test attempts to measure, challenges/constraints of the test, usefulness of the test and perhaps most importantly, communicating results to individuals tested will be reviewed.

  12/03  ''
  12/04  'I did not think the test questions reflected the content covered or what appeare...'
  12/06  'Clear and concise'
  12/19  'practical use'
  12/21  'In starting a new phase of my career, it's nice to have some go to information'
  12/27  'I liked that she named specific testing materials'
  01/02  'The information was delivered in a concise and understandable manner'
  01/03  'concise information, new information, and ease of access (I chose podcast + hand...'
  01/04  'Succinctly organized'

#5156: Intolerance for Eating and Oral Care Secondary to Sensory Disorders

George Fluharty

CEUs/Hours Offered: ASHA/0.1 Introductory, Professional

This course will review perspectives on intolerance for eating and oral care. It will include clinical examples of sensory disorders in adults with traumatic brain injury and children with developmental disorders. It will describe approaches for increasing clients’ willingness to eat and engage in oral care.

  11/16  'It had good examples & was comprehensive'
  11/19  'Informative'
  11/20  'Good information, clear informative slides'
  11/27  'My own children have some food aversions'
  11/30  'The material and knowledge of the presenter'
  11/30  'The presenter has great material, he is a reader as oppposed to a speaker often...'
  12/05  'Good incorporation of new vocabulary for me with learner friendly applications'
  12/05  'The material was well organized and was very helpful in providing therapy ideas...'
  12/06  'content and explanations'
  12/10  'Very valuable info on habituation/tonic bite reflex/food acceptance-intolerance'
  12/18  'good information provided re: topic'
  12/18  'I wish it wasnt audio for convenience'
  12/19  'Good info, wish he had expanded on Therapy techniques'
  12/27  'Provided lots of technical information regarding causes of oral aversions and fe...'
  12/29  ''
  01/02  'This is an area that I have limited knowlege in'
  01/20  'I thought his discussion of how various disciplines observe similar clinical res...'

#5174: Selective Mutism - Comprehensive Management

Robert Thompson

CEUs/Hours Offered: ASHA/0.1 Intermediate, Professional; CASLPA/1.0

This course details a comprehensive treatment program for children who present Selective Mutism. It is dependent on a comprehensive evaluation that specifies the condition, its Associated Features, and Comorbid conditions. Correct management of the child who presents Selective Mutism in the classroom, revised management by parents, and play therapy are the three components of comprehensive treatment.

  11/24  'Information was presented clearly with good case studies'
  11/29  'very interesting topic'
  12/01  'It was very informative and easy to understand'
  12/05  'Easy to follow, practical information, redundant with examples'
  12/08  'very well organized and specific recommendations'
  12/10  'The information presented was clear and concise'
  12/10  'Clear focused treatment and goals'
  12/10  'The course information was awesome! For the first time, I have a clearer idea on...'
  12/11  'The presenter's treatment approach for children with selective mutism was clearl...'
  12/11  'Clear information on methods to use which I think many would not have a tendency...'
  12/14  'presenter with a lot of clinical expertise'
  12/16  'Very informative!'
  12/16  'The presenter was easy to listen to and was well organized'
  12/27  'I liked the real world examples that the presenter used'
  12/28  'very specific ideas about intervention with a student who is select mute that I...'
  12/31  'The information is clear and easily applied'
  01/06  'Easy to listen to and follow'
  01/08  'My favorite course I took on speechpathology'
  01/16  'good information about a circumstance we are uncertain about tx'
  01/17  'Information was clear, information was practical, good clinical examples: course...'
  01/18  'Easy to understand and helpful with my caseload, hard to find alot of info on th...'
  02/03  'Very practical information about how to treat this type of child'
  02/12  'straightforward tx progression and tx ideas'
  02/16  'Excellent content and presentation; fascinating topic; relevant to my current ca...'
  02/20  'Interesting case studies and essential data for treatment'

#5160: Pragmatics and Social Issues Associated with TBI

Jean Neils-Strunjas | Brendan Wiese

CEUs/Hours Offered: ASHA/0.1 Introductory, Professional; CASLPA/1.0

This course describes common pragmatic language and social concerns of the individual in the post-acute stage of recovery from TBI. It is a shared discussion between a former patient and a speech-language pathologist.

  11/04  'reinforces the good results of mentoring'
  11/07  'Very nice to hear Brendan's perspective'
  11/08  'Very practical tips and examples of strategies to implement'
  11/10  'I enjoyed hearing Brendon's perspective'
  11/14  ''
  11/17  'Very comprehensive'
  11/21  'I liked hearing the direct experience of the client, also the link between atten...'
  11/22  'Personal experiences from Brendan were helpful!'
  11/23  'Inclusion of resources for further investigation, as well as participation of a...'
  11/23  'Applies to pragmatic skill deficits associated with executive fuctiion deficits,...'
  11/30  'The content along with Brendan's vocal and verbal comments helped me visualize a...'
  12/09  'The input from a recovering TBI pt combined with the knowledge and insight from...'
  12/26  'It was interesting and informative'
  12/26  ''
  12/27  'informative'
  01/12  'It's a novel approach to share the experiences of someone with a communication d...'
  02/21  'interesting'

#5152: Selective Mutism: Comprehensive Evaluation

Robert Thompson

CEUs/Hours Offered: ASHA/0.1 Intermediate, Professional; CASLPA/1.0

The course will clarify the Diagnostic Criteria, Associated Features, and comorbid conditions seen in children who present Selective Mutism. Investigation into these three areas is necessary to fully understand the patient, and to plan a successful treatment program.

  10/26  'Case studies'
  11/02  'He was very clear and concise with his presentation'
  11/06  'I enjoyed the case studies'
  11/07  'This was a dynamic and experienced presenter, whose case studies were excellent'
  11/07  'great information'
  11/08  'The presenter's many years of experience in diagnosing children with SM and shar...'
  11/10  'case studies, clear definitions'
  11/10  'liked the podcast presentation'
  11/13  'The instructor seemed knowledgeable about his topic'
  11/18  'Had updated & practical examples or information'
  12/13  'Good information on a less-known topic'
  01/30  'The specifics about comorbidity and the associated features mentioned for differ...'
  02/20  'Excellent examples and clear content differentiating selective mutism from other...'

#5143: Interpreting PLS-5 Test Results

Nancy Castilleja

CEUs/Hours Offered: ASHA/0.1 Intermediate, Professional; CASLPA/1.0

This course will discuss interpretation of the scores on PLS-5, including the new growth scale values. Changes in content and item developmental placements from PLS-4 to PLS-5 as well as and PLS-4/PLS-5 retests will be discussed.

  10/29  'Very applicable, also clear and concise information'
  10/30  'Easy to understand and provided the info i need to successfully administer'
  11/03  'I haven't used a PLS for a long time, so it was a great way to get caught up wit...'
  11/18  ''
  11/21  'Practical information for an assessment tool I use often'
  11/25  'Good refresher on key terms and clear description of differences between PLS-4 a...'
  11/29  'Thanks for making it easy on me to see the difference and interpret the results...'
  12/27  'Insignificance of age-level, AC/EC comparison data'
  12/30  'informative'
  01/07  'very specific information'

#5141: Neuromuscular Treatments for Dysarthria: Empirical Evidence and Theoretical Constructs

Nancye C. Roussel

CEUs/Hours Offered: ASHA/0.1 Intermediate, Professional; CASLPA/1.0

This course will focus on the use of neuromuscular treatments in individuals with dysarthria. Current empirical support and theoretical soundness of treatments that include active and passive exercise and physical agent modalities will be discussed.

  10/28  'I wish there was more on combining NMES and neuromusculature training with facia...'
  10/28  'informative and helped distinguish rationale between passive and active exercise'
  10/30  'Presenter was clear, consise and well organized'
  11/02  ''
  11/26  'Gave framework for evaluation of treatment approaches, then practice in applying...'
  11/28  'Extremely organized outline with support of each key point given in concise term...'
  12/04  'Good deliniation between various approaches and their constructs'
  12/05  'The information in the podcast and on the handout was very helpful'
  12/05  'Good use of literature and references, clear presentation'
  12/26  'Excellent, straight to the point presentation'
  12/31  'critical look at the research and underlying theory to support NMT'