School Intervention And Collaboration In Schools CEU Courses for SLPs

Social-emotional learning (SEL) and mindfulness are described in this course. The relationship of these skills to communication, and strategies for incorporating them into intervention for children in the schools, are discussed.

This is Part 1 of a two-part series. Key terms that all evaluation partners need to be knowledgeable about are described. The importance of using those key terms for an accurate diagnosis or classification is discussed.

The primary components of the visual system are described in this course. Visual strategies and exercises that can be used in the home, therapy, or classroom are discussed, including classroom accommodations to compensate for poor visual skills.

This is Part 2 of a two-part series. Factors that should be considered when differentiating Autism Spectrum Disorders (ASD) from Attention Deficit/Hyperactivity Disorder (ADHD), Intellectual Disability, Emotional Disability, and Speech-Language Impairment are described in this course. Important questions and critical data that support an accurate diagnosis or classification are also discussed.

Key issues and topics related to the shortage of SLPs in the school setting are discussed in the course. Personal experiences and their impact are described and an action plan to deal with shortages is provided.

Thinking "outside of the box" fosters creative learning opportunities for students in various classroom settings. This course describes how to develop and implement a framework for improving social skills, life skills, vocational skills, and literacy skills that is creative and impactful.

Delayed developmental consequences of pediatric brain injury (BI) and their potential impact on school performance are described in this course. Practical methods for assessment and intervention that can be incorporated into school settings are identified, and strategies that encourage professional and family collaboration to assist students with BI across the educational continuum are described.

Interprofessional collaborative practice (IPCP), its differences from other practice models, and its relationship to interprofessional education (IPE) are discussed in this course. The benefits and barriers to IPCP and key elements for integrating it into assessment and treatment in school settings are described.

The importance of using ethical guidelines to navigate individualized educaiton program (IEP) meetings is described in this course. Strategies for preparing for these meetings, as well as communication strategies to use during meetings, are also be discussed.

By age 5, most children worldwide have acquired most consonants, vowels (and tones), and are intelligible. Respectful assessments that analyze children’s speech in all their home languages, and consider standard and dialect forms relevant to the child’s family, are described in this course. Free, evidence-based resources to support SLPs working with monolingual and multilingual children are also shared.