Social, Emotional, Behavioral CEU Courses Text for SLPs

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.

This course builds on course 10193, “Executive Functioning: Intervention Principles and Strategies for School-Based SLPs,” and extends participants' knowledge base to encompass more advanced concepts and approaches for scaffolding executive function (EF). Specifically, behaviors that signal a need for intervention and strategies that target social and academic impacts of EF difficulties are described.

An introduction to Acceptance and Commitment Therapy (ACT), a modern evidence-based counseling approach, is provided in this course. Research support for ACT is discussed, and case studies to illustrate how ACT techniques can help patients and their families with the psychosocial consequences of living with communication disorders are presented.

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

An overview of what Attention Deficit/Hyperactivity Disorder (ADHD) is and is not, including common myths and neurodevelopmental basics, is provided in this course. Practical strategies to manage and intervene with ADHD in children and teens are discussed, with a focus on identifying strengths and promoting self-regulation and executive functioning skills.

Clinicians juggle many processes and relationships to balance high-quality services. Stages of grief and the possible physical and psychological impacts that may be experienced by parents of children with special needs are described in this course. Relevant research and ways to better support parents are also discussed.

The definition of childhood trauma, the experiences that constitute trauma in a student’s life, and the concept of trauma-informed intervention are described in this course. Practical, hands-on suggestions are provided for strategies that support students with communication disorders who have experienced trauma, and activities to improve their social and executive function skills.

Depression and other mental health challenges are prevalent in individuals with aphasia. Recent research on the mental health status of individuals with aphasia, along with mental health and well-being screening options and basic counseling approaches that can be used by SLPs, are discussed in this 20Q.

Due to the amount of crossover between the professions, intense collaboration is often necessary between speech-language pathologists and board certified behavior analysts (BCBAs). This course discusses knowledge and skills related to applied behavior analysis (ABA) and provides SLPs with strategies for collaborating with BCBAs while prioritizing client-centered care.

Mental health issues concerning older adults are discussed in this course. Topics include the intersection between mental and physical health, symptoms of common mental health disorders in this population, and referral criteria.