The Rehabilitation Engineering and Assistive Technology Society of North America (RESNA) Assistive Technology Professional (ATP) certification examination includes questions from a variety of content areas. One of those areas is Service Delivery. This course will cover the content area including ethics, standards of practice, information resources, service delivery systems and roles, consumer empowerment, quality assurance, outcomes, product development and liability.

The Rehabilitation Engineering and Assistive Technology Society of North America (RESNA) Assistive Technology Professional (ATP) certification examination includes questions from a variety of content areas. One of those areas is Legislation. This course will cover the content area including key legislation over the years and the implications for people with disabilities who use assistive technology. A variety of funding sources will also be explored.

The Rehabilitation Engineering and Assistive Technology Society of North America (RESNA) Assistive Technology Professional (ATP) certification examination includes questions from a variety of content areas. One of those areas is Assistive Technology Assessment. This course will cover the content area including team members, the Human Activity Assistive Technology (HAAT) service delivery model, and outcomes.

This course presents topics related to access that are included in the Rehabilitation Engineering and Assistive Technology Society of North America (RESNA) Assistive Technology Professional (ATP) certification examination. It will cover a variety of access methods with definitions, clinical indicators, facilitators and programming, as well as their application to various Assistive Technology devices.

The Rehabilitation Engineering and Assistive Technology Society of North America (RESNA) Assistive Technology Professional (ATP) certification examination includes questions from a variety of content areas. One of those areas is Sensory Technologies. This course will cover the content area including technologies for people who are hard of hearing, deaf, blind, or have low vision.

This course will provide an overview of the new Patient Driven Payment Model (PDPM), which will be implemented to replace the current Resource Utilization Groups - Version Four (RUG-IV) system in October of 2019. The course will provide an overview of all case mix indexes in addition to detailed analysis of the speech-language pathology updates.

Pearson's EBP Briefs are case-based courses designed to assist with everyday decision-making in clinical practice. This case examined the question, "For adults with mild sloping to moderately severe sensorineural hearing loss (SNHL), is frequency-lowering processing or extended-bandwidth processing preferable in improving speech recognition performance in quiet and noisy listening environments?" The related literature search & analysis, along with the resultant clinical decision & application to clinical practice, will also be discussed.

Pearson's EBP Briefs are case-based courses designed to assist with everyday decision-making in clinical practice. This case examined the question, “Do preprofessional SLPs and general-education students who have interprofessional opportunities when providing language interventions to children with language impairments show improvement in their IPEC core competencies compared to those who do not have interprofessional opportunities?” The related literature search & analysis, along with the resultant clinical decision & application to clinical practice, will also be discussed.

Pearson's EBP Briefs are case-based courses designed to assist with everyday decision-making in clinical practice. This case examined the question, “Do kindergarteners with language impairments who use e-books containing interactive features exhibit greater vocabulary gains than children using e-books with static illustrations?” The related literature search & analysis, along with the resultant clinical decision & application to clinical practice, will also be discussed.

This course will empower Speech-Language Pathologists to take a more active role in the identification and treatment of dyslexia by exploring the specific areas in which our expertise in language development intersects with literacy learning. Evidence-based frameworks for contribution to multi-disciplinary evaluations and intervention programs will be shared.