State Requirement Info
Searching all 653 courses
1
https://www.speechpathology.com/slp-ceus/course/science-informs-ethical-decision-making-9451
How Science Informs Ethical Decision-Making: Application to Case Studies
This is Part 2 of a two-part series. This course will apply the science of decision-making to case studies of ethical dilemmas that speech-language pathologists may experience, by providing an ethical decision-making framework and strategies for mitigating certain adverse influences on decision-making.
auditory, textual, visual
How Science Informs Ethical Decision-Making: Application to Case Studies
Presented by Lissa Power-deFur, PhD, CCC-SLP, BCS-CL, ASHA Fellow
Course: #9451Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Related; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This is Part 2 of a two-part series. This course will apply the science of decision-making to case studies of ethical dilemmas that speech-language pathologists may experience, by providing an ethical decision-making framework and strategies for mitigating certain adverse influences on decision-making.
2
https://www.speechpathology.com/slp-ceus/course/struggling-adolescent-writers-syntactical-characteristics-9452
Struggling Adolescent Writers: Syntactical Characteristics and Considerations
This course discusses the syntactical complexities of written language and reasons why adolescents struggle with writing. It further identifies the characteristics of adolescents who are struggling with syntactic demands of writing, and provides ideas for therapeutic practices/activities to target these specific difficulties.
auditory, textual, visual
Struggling Adolescent Writers: Syntactical Characteristics and Considerations
Presented by Lynne Telesca, PhD, CCC-SLP
Course: #9452Level: Intermediate1 Hour
AG Bell - LSLS/1.0 Domain 3, Domain 9; ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This course discusses the syntactical complexities of written language and reasons why adolescents struggle with writing. It further identifies the characteristics of adolescents who are struggling with syntactic demands of writing, and provides ideas for therapeutic practices/activities to target these specific difficulties.
3
https://www.speechpathology.com/slp-ceus/course/decision-making-what-science-tells-9448
Decision-Making: What Science Tells Us About Approaching Ethical Dilemmas
This is Part 1 of a two-part series. This course will review the science of decision-making and how factors such as bias, cognitive dissonance, willful blindness, and “group think” may have an adverse influence on our ability to make thoughtful, well-informed decisions, including ethical decisions. Strategies that can minimize the influence of these factors and create more positive, achievable outcomes will be discussed.
auditory, textual, visual
Decision-Making: What Science Tells Us About Approaching Ethical Dilemmas
Presented by Lissa Power-deFur, PhD, CCC-SLP, BCS-CL, ASHA Fellow
Course: #9448Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Related; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This is Part 1 of a two-part series. This course will review the science of decision-making and how factors such as bias, cognitive dissonance, willful blindness, and “group think” may have an adverse influence on our ability to make thoughtful, well-informed decisions, including ethical decisions. Strategies that can minimize the influence of these factors and create more positive, achievable outcomes will be discussed.
4
https://www.speechpathology.com/slp-ceus/course/20q-comprehensive-pre-assessment-process-9461
20Q: A Pre-assessment Process for Differentiating Language Difference from Language Impairment in English Learners in Schools, Part 1
This 2-part series is geared to public school SLPs who serve English Learners with potential language impairment. Part 1 describes research-based, practical strategies, such as gathering thorough case histories and utilizing universal indicators of language impairment, as part of a comprehensive pre-assessment process designed to help SLPs differentiate between language impairment and language difference in English learners with environmental challenges such as poverty, limited schooling experience, and lack of home literacy experience.
textual, visual
20Q: A Pre-assessment Process for Differentiating Language Difference from Language Impairment in English Learners in Schools, Part 1
Presented by Celeste Roseberry-McKibbin, PhD, CCC-SLP, F-ASHA
Course: #9461Level: Intermediate1 Hour
AG Bell - LSLS/1.0 Domain 3, Domain 4, Domain 8; ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This 2-part series is geared to public school SLPs who serve English Learners with potential language impairment. Part 1 describes research-based, practical strategies, such as gathering thorough case histories and utilizing universal indicators of language impairment, as part of a comprehensive pre-assessment process designed to help SLPs differentiate between language impairment and language difference in English learners with environmental challenges such as poverty, limited schooling experience, and lack of home literacy experience.
5
https://www.speechpathology.com/slp-ceus/course/20q-comprehensive-pre-assessment-process-9462
20Q: A Pre-assessment Process for Differentiating Language Difference from Language Impairment in English Learners in Schools, Part 2
This 2-part series is geared to public school SLPs who serve English Learners with potential language impairment. Part 2 will describe components and implementation strategies for Response to Intervention (RtI), as one part of a pre-assessment process designed to help SLPs differentiate between language impairment and language difference in English learners with environmental challenges, such as poverty, limited schooling experience, and lack of home literacy experience.
textual, visual
20Q: A Pre-assessment Process for Differentiating Language Difference from Language Impairment in English Learners in Schools, Part 2
Presented by Celeste Roseberry-McKibbin, PhD, CCC-SLP, F-ASHA
Course: #9462Level: Intermediate1 Hour
AG Bell - LSLS/1.0 Domain 3, Domain 4, Domain 8; ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This 2-part series is geared to public school SLPs who serve English Learners with potential language impairment. Part 2 will describe components and implementation strategies for Response to Intervention (RtI), as one part of a pre-assessment process designed to help SLPs differentiate between language impairment and language difference in English learners with environmental challenges, such as poverty, limited schooling experience, and lack of home literacy experience.
6
https://www.speechpathology.com/slp-ceus/course/incorporating-animal-assisted-therapy-into-9436
Incorporating Animal-Assisted Therapy into Speech-Language Pathology Clinical Practice: An Overview
This is Part 2 of a two-part series. In this course, practical guidelines will be reviewed related to incorporating animal-assisted therapy into clinical practice. This overview will include information regarding training requirements for animal-handler teams, benefits/challenges of the SLP acting as a handler, and clinical decision-making, including goal-setting, when incorporating animals into speech-language pathology clinical care.
auditory, textual, visual
Incorporating Animal-Assisted Therapy into Speech-Language Pathology Clinical Practice: An Overview
Presented by Sharon Antonucci, PhD, CCC-SLP
Course: #9436Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This is Part 2 of a two-part series. In this course, practical guidelines will be reviewed related to incorporating animal-assisted therapy into clinical practice. This overview will include information regarding training requirements for animal-handler teams, benefits/challenges of the SLP acting as a handler, and clinical decision-making, including goal-setting, when incorporating animals into speech-language pathology clinical care.
7
https://www.speechpathology.com/slp-ceus/course/animal-assisted-therapy-in-communication-9434
Animal Assisted Therapy in Communication Sciences and Disorders: The State of the Evidence
This is Part 1 of a two-part series. This course will review the evidence base for animal-assisted therapy (AAT), including discussion of areas where further research is needed, and will describe uses of AAT in speech-language treatment for cognitive and communication impairments including autism, dementia, traumatic brain injury, and aphasia.
auditory, textual, visual
Animal Assisted Therapy in Communication Sciences and Disorders: The State of the Evidence
Presented by Sharon Antonucci, PhD, CCC-SLP
Course: #9434Level: Introductory1 Hour
ASHA/0.1 Introductory, Professional; IACET/0.1; IBCCES/1.0; Kansas LTS-S1370/1.0; SAC/1.0
This is Part 1 of a two-part series. This course will review the evidence base for animal-assisted therapy (AAT), including discussion of areas where further research is needed, and will describe uses of AAT in speech-language treatment for cognitive and communication impairments including autism, dementia, traumatic brain injury, and aphasia.
8
https://www.speechpathology.com/slp-ceus/course/evidence-based-practice-decisions-in-9413
Evidence-Based Practice Decisions in Child Language Assessment
This course will present research regarding the current assessment practices of school-based speech-language pathologists, as well as providing evidence-based recommendations for optimizing assessment. In addition, the complexities of child language diagnoses will be discussed.
auditory, textual, visual
Evidence-Based Practice Decisions in Child Language Assessment
Presented by Katrina Fulcher-Rood, PhD, CCC-SLP
Course: #9413Level: Advanced1 Hour
AG Bell - LSLS/1.0 Domain 3; ASHA/0.1 Advanced, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This course will present research regarding the current assessment practices of school-based speech-language pathologists, as well as providing evidence-based recommendations for optimizing assessment. In addition, the complexities of child language diagnoses will be discussed.
9
https://www.speechpathology.com/slp-ceus/course/polypharmacy-slp-during-covid-19-9430
Polypharmacy & the SLP during the COVID-19 Pandemic
Master skills to implement in your practice immediately with continued SLP Master Class. This 4-hour master class will identify factors contributing to polypharmacy during the COVID-19 pandemic. It will describe the risks and long-term effects of polypharmacy and COVID-19 on the respiratory, neurological, cognitive, and gastrointestinal systems involved in dysphagia, and will include discussion of specialized populations such as skilled nursing residents, children and teens, individuals on mechanical ventilation, and individuals with reflux.
auditory, textual, visual
Polypharmacy & the SLP during the COVID-19 Pandemic
Presented by Jeanna Winchester, PhD
Course: #9430Level: Intermediate4 Hours
ASHA/0.4 Intermediate, Professional; IACET/0.4; Kansas LTS-S1370/4.0; SAC/4.0
Master skills to implement in your practice immediately with continued SLP Master Class. This 4-hour master class will identify factors contributing to polypharmacy during the COVID-19 pandemic. It will describe the risks and long-term effects of polypharmacy and COVID-19 on the respiratory, neurological, cognitive, and gastrointestinal systems involved in dysphagia, and will include discussion of specialized populations such as skilled nursing residents, children and teens, individuals on mechanical ventilation, and individuals with reflux.
10
https://www.speechpathology.com/slp-ceus/course/development-and-implementation-external-cognitive-9431
External Cognitive Aids for Adults with Acquired Cognitive Deficits
This course will discuss the impact of cognitive deficits on patient outcomes, review relevant research, and provide a clinical model for selecting, developing, personalizing, and implementing external cognitive aids for individuals with acquired neurological deficits. Differences in aids across the severity spectrum of cognitive deficits and for individuals with varying diagnoses will be discussed.
auditory, textual, visual
External Cognitive Aids for Adults with Acquired Cognitive Deficits
Presented by Jessica Brown, PhD, CCC-SLP
Course: #9431Level: Introductory1.5 Hours
ASHA/0.15 Introductory, Professional; IACET/0.2; Kansas LTS-S1370/1.5; RESNA/0.15 Introductory; SAC/1.5
This course will discuss the impact of cognitive deficits on patient outcomes, review relevant research, and provide a clinical model for selecting, developing, personalizing, and implementing external cognitive aids for individuals with acquired neurological deficits. Differences in aids across the severity spectrum of cognitive deficits and for individuals with varying diagnoses will be discussed.