This is part two of a 2-part series addressing challenging behaviors in students. Evidenced based strategies will be discussed so that you can utilize them in therapy with students exhibiting challenging behavior. Videos and images will be shown to illustrate these concepts.

This case-based presentation will describe the process of differential diagnosis of childhood apraxia of speech (CAS), and detail an initial treatment plan for a child with severe CAS based on dynamic assessment results. Evidence-based assessment tools and techniques will be described and demonstrated, and treatment planning will be briefly discussed.

The number of individuals in the military that experience traumatic brain injury (TBI) has more than doubled since 2000. With this increase in incidence, the demand for services to support the needs of our servicemen and women has increased as well. Because of the complex nature of TBI sustained in military personal, multiple disciplines must work together to create and implement appropriate intervention. Therefore, the purpose of this course is to review the scope of services available to both Active Duty Service Members and Veterans with TBI, to review the common co-morbidities and their impact on the presentation of cognitive-communication concerns in this population, and to identify evidence-based functional assessment and treatment approaches, including the use of assistive technology.

This is part one of a 2-part series addressing challenging behaviors in students. This course will discuss evidence-based strategies that can be used in therapy with students exhibiting challenging behaviors. Videos and photos will be shown to illustrate these concepts.

This course will describe speech, language, literacy, and psycho-social outcomes at adolescence and adulthood of individuals with histories of early childhood speech sound disorders. Predictors of persistent disorders, literacy difficulties, and social problems and the clinical implications will be discussed.

This case-based course will address the clinical ethical issues related to the evaluation and treatment of a person with dysphagia. It will provide participants with practical, solution-oriented approaches to dealing with many of the challenging and distressing aspects of clinical work in caring for those with swallowing disorders.

The first half of the course will address the importance of vocabulary testing and how to interpret results of the co-normed Peabody Picture Vocabulary Test - 4th Edition (PPVT-4) and the Expressive Vocabulary Test - 2nd edition (EVT-2). Designing appropriate intervention strategies based on those results will constitute the second half. This course is presented in partnership with Pearson.

This course is part of the 2015 Nancy McKinley Lecture Series, Aligning Literacy Instruction to Standards for Students with Moderate-to-Severe Disabilities (Including Autism), and is presented in partnership with University of Wisconsin-Eau Claire. Story-based lessons provide teachers with very powerful strategies for teaching literacy engagement skills. A well-planned story-based lesson allows students to meaningfully experience a story, book chapter, or textbook passage. Planning is the key to getting the most from a story-based lesson.

This course is part of the 2015 Nancy McKinley Lecture Series, Aligning Literacy Instruction to Standards for Students with Moderate-to-Severe Disabilities (Including Autism), and is presented in partnership with University of Wisconsin-Eau Claire. Communication tools can be the key to support students’ learning, both in and outside the classroom. Discussion will include augmentative/alterntative communication (AAC) tools and strategies that students with complex communication needs can use for successful interactions; video examples highlighting research-based curricula will also be shared.

This course is part of the 2015 Nancy McKinley Lecture Series, Aligning Literacy Instruction to Standards for Students with Moderate-to-Severe Disabilities (Including Autism), and is presented in partnership with University of Wisconsin-Eau Claire. This course will provide attendees with best practices to teach grade aligned middle and high school English/Language Arts (ELA) content. The best practices highlighted have been derived from rigorous studies conducted with a wide range of students with moderate to severe intellectual disabilities and autism.