CEU Courses Live Webinars for SLPs

The benefits of interprofessional practice (IPP) in educational settings and ways to implement IPP to support social language using science, technology, engineering, arts and mathematics (STEAM)-based problem solving are discussed in this course. An IPP team comprised of a school-based SLP, a special education teacher, and a gifted and talented teacher/media specialist describe the specific IPP framework that they use.

This is Part 3 in a three-part series on private practice. Effective marketing of private practices is discussed in this course. Identifying a niche and a marketing message for the target audience, developing a brand, and expanding networks to obtain reliable referral sources and create opportunities for business growth are described.

The basics of trauma, including concepts of polyvagal theory, and its impacts on delivery of care are described in this course. Essential principles of trauma-informed care and practical strategies to create a safe, empathetic environment and effectively support clients who have experienced trauma are discussed. Self-care techniques that can be used to improve professional resilience are also presented.

This is Part 1 of a two-part series. A detailed overview of Dynamic Temporal Tactile Cueing (DTTC), a motor-based approach designed for children with Childhood Apraxia of Speech (CAS), is provided in this course. Theoretical foundations of DTTC as well as the temporal hierarchy and multisensory cues used in its implementation are described, and opportunities for dynamic clinical decision-making are provided in the context of case studies.

Implementation of a Cycles pattern-oriented approach for multilingual children with highly unintelligible speech is described in this course. Topics include: speech-sound intervention practices for Spanish-English speakers and speakers of other languages, including recommendations for monolingual clinicians; target selection; and strategies for working with families.

This is Part 2 of a two-part series. Optimal treatment target selection for children with childhood apraxia of speech (CAS) in the context of Dynamic Temporal Tactile Cuing (DTTC) is described in this course. Progress monitoring to determine when to graduate mastered stimuli and introduce new targets, and generalization are also discussed. Case studies are used to illustrate the clinical decision-making process.

Goal writing for individualized education programs (IEPs) is challenging, yet having focused, real-world goals is essential to provide direction for therapy. This course describes guiding principles for writing and implementing measurable, meaningful goals that allow room for clinical judgment within a session and address academic needs. Progress monitoring and therapy planning strategies are also discussed.

ASHA highlights the importance of SLP involvement with interprofessional practice (IPP) in educational settings. A special education teacher and a professor/school-based SLP, who comprise an IPP team, describe the specific ways they use this framework to support phonemic awareness using articulatory placement as well as explicit vocabulary instruction through shared book reading.

Assessment and treatment considerations for clinicians providing augmentative/alternative communication (AAC) services to adults with complex communication needs are discussed in this course. Case studies are used to describe AAC options, clinical decision making and use of evidence-based practice methods, as well as common practice limitations that clinicians face when providing such services.

Pragmatic and social cognition impairments following brain injuries are defined in this course. Assessments, interventions, and the impact of deficits on personal and work relationships post-rehabilitation are described.