CEU Courses for SLPs

Artificial Intelligence (AI) technology is rapidly improving and the implications for how it can be applied to speech-language pathologists to develop targeted activities for various therapeutic goals, case management, and assessment considerations have growing potential. Ethical considerations for integrating AI into practice and practical tips for immediate implementation are discussed in this course.

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.

This course reviews the incidence and prevalence of hearing loss in older adults. It also describes resources and strategies for assessment and evidence-based interventions and discusses practical strategies for application, documentation, and goal writing.

Have you told your students to just memorize words like “one,” “two,” and “does”? In addition to phonology, would you like to be able to explain the linguistic influences of morphology, orthography, and etymology on spelling patterns? This course describes how to help students investigate words so that spelling makes sense.

This course is designed for those who already have a basic understanding of the linguistic basis of spelling. Participants will transcribe phonemes and phones using the International Phonetic Alphabet (IPA), build awareness that syllable division in written form may obscure the structure and meaning of a word, classify the types of bases, and describe what letters are doing in words when they aren’t representing a sound.

The use of counseling strategies in stuttering treatment is described in this course. Focus is placed on targeting negative reactions to stuttering.

Children from lower socioeconomic status (SES) backgrounds, on average, exhibit reduced language and literacy development compared to their higher-SES peers. What factors drive these “achievement gaps,” and how do we equitably address them? My research from the last decade investigating early language experiences that shape brain development, which in turn influences language and literacy development is reviewed in this course. What can be learned from these different approaches, future research, and implications for practice are also discussed.

Normal anatomy and physiology of swallowing versus changes following radiation to the head and neck are described in this course. A model to manage the patients before, during, and after radiation treatment to maximize the patient’s long-term swallowing outcomes is provided, and swallowing exercises and therapy techniques are discussed.

This is Part 2 of a two-part course. How to identify the impact of semantic reasoning on word retrieval and independent word-learning is discussed in this course. How to develop an intervention plan for language and executive functioning intervention is also described.

Developmental language disorder (DLD) – a neurodiversity that occurs in 10% of the population and that makes learning vocabulary and grammar difficult - is the most commonly co-occurring learning disability associated with dyslexia, a word reading difficulty. DLD and dyslexia are described in this course with a focus on how they are the same and different. Actionable, practice solutions for improving educational outcomes for those with DLD and dyslexia through response to intervention and implementation science are discussed.