CEU Courses for SLPs Search: 'vent'

Social-emotional learning (SEL) and mindfulness are described in this course. The relationship of these skills to communication, and strategies for incorporating them into intervention for children in the schools, are discussed.

This is Part 1 of a two-part course. The impact of syntax on students' linguistic reasoning, metacognition, and future planning is described in this course. How to develop a strategic plan for language and executive functioning intervention is also discussed.

This is Part 1 of a two-part series. Key terms that all evaluation partners need to be knowledgeable about are described. The importance of using those key terms for an accurate diagnosis or classification is discussed.

This is Part 2 of a two-part series. Factors that should be considered when differentiating Autism Spectrum Disorders (ASD) from Attention Deficit/Hyperactivity Disorder (ADHD), Intellectual Disability, Emotional Disability, and Speech-Language Impairment are described in this course. Important questions and critical data that support an accurate diagnosis or classification are also discussed.

An introduction to Teepa Snow's Positive Approach to Care (PAC) is provided in this course. Knowledge and skills that can be integrated into daily interactions to promote quality of care and improved outcome for persons living with dementia are discussed. A disease progression classification model that focuses on skills and abilities a person still has is also described.

Effective communication comes in many forms. How to develop a personalized multimodal plan of care that includes effective communication for individuals with aphasia is described in this course. Evidence-based strategies, along with focused activities and stimuli, that lead to meaningful interactions, communication confidence, and improved quality of life are discussed.

Delayed developmental consequences of pediatric brain injury (BI) and their potential impact on school performance are described in this course. Practical methods for assessment and intervention that can be incorporated into school settings are identified, and strategies that encourage professional and family collaboration to assist students with BI across the educational continuum are described.

Strategies for working with children and their families to achieve feeding goals are discussed in this course. Typical feeding development, domain-specific (behavioral, anatomical, sensory) interventions, family-specific solutions, and various ways to explore and play with food are described.

Interprofessional collaborative practice (IPCP), its differences from other practice models, and its relationship to interprofessional education (IPE) are discussed in this course. The benefits and barriers to IPCP and key elements for integrating it into assessment and treatment in school settings are described.

The importance of using ethical guidelines to navigate individualized educaiton program (IEP) meetings is described in this course. Strategies for preparing for these meetings, as well as communication strategies to use during meetings, are also be discussed.