CEU Courses for SLPs

Motor variability refers to the natural variation that occurs in repeated task movements. Evidence for this task variability in swallowing, and how it can be influenced by age-related changes (presbyphagia), are described in this course. Discussion includes ways to improve diagnostic accuracy by using this information to differentiate typical variation from true impairment in swallowing performance.

A discussion of bullying in adult living communities and day centers, including definitions, characteristics, incidence, and causes, is presented in this course. The different types of bullies and their typical targets, as well as the impact of bullying on older adults, are described. Interventions for the organization, the bully, and the target are reviewed to help communities minimize and even prevent bullying.

Increasingly, SLPs are serving individuals with Mild Cognitive Impairment (MCI). MCI, cognitive reserve, and modifiable risk factors that can reduce the risk of dementia are defined and described in this course. An overview of cognitive/communicative deficits associated with MCI, as well as assessment and management considerations, is also provided.

Yoga isn't just for adults in the studio! What yoga for children entails, and how and why to incorporate it into speech therapy, are described in this course. Discussion includes the ways in which yoga can help children feel more connected to their goals and work, find calm in the sessions, and have a more holistic and mindful experience.

The personal experience of the presenter, as an individual with a disability and an occupational therapist, and perspectives on what healthcare providers should know about living with a disability are shared in this course. Discussion includes consideration of disability and accessibility in diversity/equity/inclusion frameworks, disability supports, and social factors that impact persons with disabilities.

This is Part 2 of a two-part series. Use of a total oral sensorimotor approach to treatment planning for feeding/swallowing disorders in children age 0-3 is discussed. Long-term and short-term goals and therapy objectives that are measurable, understood by payors, and that address rehabilitative, facilitative and compensatory strategies as well as caregiver engagement are described.

The key ingredients needed to conduct both English and Bilingual dynamic assessments are described in this course. Ways to modify assessments to focus on the student’s learning potential and to ensure cultural sensitivity during bilingual assessments are discussed. Methods of collecting data in order to create measurable and achievable goals that match the individual’s potential are also provided.

An overview of the experience of depression after brain injury is provided in this course. Specifically, the impact of depression on engagement in daily life after brain injury, rehabilitative treatment options, current literature in this area, and future considerations for healthcare practice are addressed.

Upper extremity development and skills that serve as a foundation for handwriting are described in this course. Strategies for promoting these skills and guidelines for when to refer to occupational therapy are also discussed.

A comprehensive, systematic clinical pathway to effectively assess and manage dysphagia in persons with dementia is described in this course. Common eating challenges and contraindications of enteral feeding for those with advanced stage dementia are addressed. Environmental modifications, swallow strategies and adaptive equipment that can enhance the safety and experience of oral intake are also discussed.