This course is part of the 2016 Nancy McKinley Lecture Series, Topics in AAC. This course focuses on the importance of collaboration between families and professionals, with tips that are useful for all teams. Examples of collaborative behavior and strategies for building teams supporting AAC assessment and intervention will be discussed.

This course will educate speech-language pathologists (including supervisors, graduate students, and Clinical Fellows) about the revised 2016 ASHA Code of Ethics. Participants will be provided with general terminology to help guide them in understanding the accepted standards of the profession.

This is Part 2 of a two-part series. This course will describe the cognitive impairments associated with amyotrophic lateral sclerosis (ALS) as well as physical functioning, and their impact on augmentative/alternative communication (AAC) selection. Medicare and funding considerations for procuring speech generating devices for this population will also be addressed.

This course will provide a description of the diagnosis, characteristics, and the effects on communication and development of children with velocardiofacial syndrome. Information and guidelines for SLPs working with this population will also be provided.

This course will provide an overview of the various communication and augmentative/alternative communication (AAC) considerations necessary when working with individuals who have amyotrophic lateral sclerosis (ALS), from the onset of the diagnosis to the end stages of the disease process.

This course will review the link between psychiatric diagnoses and language deficits, and discuss how behavior can impact both areas. Specific behavioral strategies and treatment considerations for different psychiatric diagnoses will be discussed.

Pearson's EBP Briefs are case-based courses designed to assist with everyday decision-making in clinical practice. This case will examine the clinical question, “What are the evidence-based classroom accommodations for school-age students with traumatic brain injury who are struggling academically, and do they improve academic performance as compared to no classroom accommodations?” The related literature search and analysis, along with the resultant clinical decision and application to clinical practice, will also be discussed. A relevant assessment tool for this case is the CELF-5 Metalinguistics (Wiig & Secord, 2014).

This course first describes GFTA-3 administration and scoring, then discusses the interpretation of scores resulting from children's typical and atypical speech patterns.

This course will provide an overview of 1p36 deletion and describe characteristics of the genetic syndrome, specifically discussing feeding, swallowing and communication concerns. It will include case study presentations and videos to provide examples of patient characteristics in feeding and communication scenarios.

This course is designed to help participants apply effective speech therapy techniques for correction of speech sound errors (including lateral lisp and /r/) in children with and without related structural anomalies such as dental malocclusion or velopharyngeal insufficiency. Motor learning and motor memory principles will be discussed as a framework for achieving carryover soon after sound acquisition has occurred.