Children with speech and resonance disorders (hypernasality, hyponasality, and cul-de-sac resonance) and/or nasal emission present challenges for speech-language pathologists (SLPs) in all settings. This article will help participants to recognize resonance disorders and the characteristics of velopharyngeal dysfunction, and provide appropriate management.

This course describes the characteristics of Velo-cardio-facial syndrome that are of the greatest relevance to SLPs: those that affect feeding, speech and language. Best practice for intervention is also explained.

This course is designed for speech-language pathologists to develop advanced knowledge in adolescent language disorders, particularly expository texts, discourse tools, and the application of evidence-based practice in the schools. Participants will learn how to select, and immediately apply, intervention strategies for adolescents who require targeted therapy in syntax, semantics, and academic language.

This course will describe the changes in diagnostic criteria and practices from the Diagnostic and Statistical Manual of Mental Disorders - Fourth Edition (DSM-IV) criteria that were published in 1994, through the publication of DSM-5 in 2013. This historical perspective will enable speech-language pathologists to gain a deeper understanding of how autism has evolved through the decades.

This course will describe the changes in diagnostic criteria and practices from the time autism was first described by Leo Kanner in 1943 until the DSM IV (Diagnostic and Statistical Manual of Mental Disorders - Fourth Edition) criteria were published in 1994. This historical perspective will enable speech-language pathologists to gain a deeper understanding of how autism has evolved through the decades.

This course is geared toward SLPs who provide services to children from low-income backgrounds and their families. The course shares practical strategies for helping these children increase their language skills, both oral and literate, as well as increase their executive functioning skills, for a more successful future.

This course provides information regarding the responsibility of supervisors to ensure that their supervisees do not engage in unethical behavior. It also provides information on what supervisors should do when they discover that their supervisees have violated standards of ethics.

The course highlights several clinical issues that are typically not addressed in aphasia texts but have the potential to influence the outcome of therapy. The authors provide concrete clinical recommendations.

This course explains the history of education standards and details the language and communication expectations of standards. Ideas for SLPs’ use of the standards for evaluation, eligibility determination and planning are provided.

This course describes cognitive rehabilitation therapy (CRT) for adults with traumatic brain injury (TBI), including general foundations of CRT and examples of CRT specific to attention, information processing, memory, executive function, and communication deficits following TBI.