State Requirement Info
Searching all 120 courses
1
https://www.speechpathology.com/slp-ceus/course/autism-lets-move-10864
Autism: Let's Move
This is Part 3 of a four-part series. It is estimated that approximately 80% of children with autism present with significant, generalized motor delays. This course describes how SLPs can integrate movement into their therapy sessions to treat the whole child while improving non-verbal and verbal communication skills.
auditory, textual, visual
Autism: Let's Move
Presented by Kelly Vess, MA, CCC-SLP
Course: #10864Level: Intermediate1 Hour
AG Bell - LSLS/1.0 Domain 3, Domain 4; ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This is Part 3 of a four-part series. It is estimated that approximately 80% of children with autism present with significant, generalized motor delays. This course describes how SLPs can integrate movement into their therapy sessions to treat the whole child while improving non-verbal and verbal communication skills.
2
https://www.speechpathology.com/slp-ceus/course/autism-creating-optimal-change-one-10865
Autism: Creating Optimal Change One Narrative at a Time
This is Part 4 of a four-part series. Children with autism have stories to tell. This course describes the impact strong storytelling skills have on a child’s attention, executive functioning, and language abilities. How to use multimodal cues in the context of task-oriented movement activities and effective scaffolding of storytelling skills are addressed.
auditory, textual, visual
Autism: Creating Optimal Change One Narrative at a Time
Presented by Kelly Vess, MA, CCC-SLP
Course: #10865Level: Intermediate1 Hour
AG Bell - LSLS/1.0 Domain 3, Domain 4; ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This is Part 4 of a four-part series. Children with autism have stories to tell. This course describes the impact strong storytelling skills have on a child’s attention, executive functioning, and language abilities. How to use multimodal cues in the context of task-oriented movement activities and effective scaffolding of storytelling skills are addressed.
3
https://www.speechpathology.com/slp-ceus/course/shared-book-reading-if-you-10818
Shared Book Reading: If You Give a Mouse Some Mindfulness
Shared book reading is a powerful tool for facilitating language and literacy. The evidence supporting mindfulness practices, and methods for integrating them into shared book-reading activities in order to enhance a child’s ability to listen, look, and learn are discussed in this course. Specific books that are appropriate for such therapy activities are described.
auditory, textual, visual
Shared Book Reading: If You Give a Mouse Some Mindfulness
Presented by Susan Hendler Lederer, PhD, CCC-SLP
Course: #10818Level: Introductory1 Hour
ASHA/0.1 Introductory, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
Shared book reading is a powerful tool for facilitating language and literacy. The evidence supporting mindfulness practices, and methods for integrating them into shared book-reading activities in order to enhance a child’s ability to listen, look, and learn are discussed in this course. Specific books that are appropriate for such therapy activities are described.
4
https://www.speechpathology.com/slp-ceus/course/20q-efficient-and-effective-language-10837
20Q: Efficient and Effective Language Intervention in the Schools - Embrace Your Superpower
SLPs hold comprehensive, valuable expertise in language unique among professionals working with school-aged children. This course encourages SLPs to embrace and share this expertise and apply it to therapy guided by five evidence-supported principles. Activities, templates and lesson plans for effective, efficient, educationally relevant small group and classroom-based intervention are described.
textual, visual
20Q: Efficient and Effective Language Intervention in the Schools - Embrace Your Superpower
Presented by Shari Robertson, PhD, CCC-SLP, BCS-CL, ASHA Fellow
Course: #10837Level: Intermediate1 Hour
AG Bell - LSLS/1.0 Domain 3, Domain 8; ASHA/0.1 Intermediate, Professional; IACET/1.0; Kansas LTS-S1370/1.0; SAC/1.0
SLPs hold comprehensive, valuable expertise in language unique among professionals working with school-aged children. This course encourages SLPs to embrace and share this expertise and apply it to therapy guided by five evidence-supported principles. Activities, templates and lesson plans for effective, efficient, educationally relevant small group and classroom-based intervention are described.
5
https://www.speechpathology.com/slp-ceus/course/reading-comprehension-and-slp-contributions-10764
Reading Comprehension and the SLP: Contributions of Language
This is Part 2 of a two-part series. The connections between reading comprehension and areas of language such as vocabulary, morphosyntax and social communication are described in this course. Implications for intervention/instruction and collaboration with educators are also discussed.
auditory, textual, visual
Reading Comprehension and the SLP: Contributions of Language
Presented by Angie Neal, MS, CCC-SLP
Course: #10764Level: 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. The connections between reading comprehension and areas of language such as vocabulary, morphosyntax and social communication are described in this course. Implications for intervention/instruction and collaboration with educators are also discussed.
6
https://www.speechpathology.com/slp-ceus/course/reading-comprehension-and-slp-foundational-10763
Reading Comprehension and the SLP: Foundational Understanding
This is Part 1 of a two-part series. This course provides SLPs with foundational knowledge needed to directly address and collaboratively support reading comprehension across all grade levels. Models of language and reading comprehension, comprehension processes vs. products, instruction in comprehension skills vs. strategies, factors in reading comprehension difficulties, and connections to general education are discussed.
auditory, textual, visual
Reading Comprehension and the SLP: Foundational Understanding
Presented by Angie Neal, MS, CCC-SLP
Course: #10763Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This is Part 1 of a two-part series. This course provides SLPs with foundational knowledge needed to directly address and collaboratively support reading comprehension across all grade levels. Models of language and reading comprehension, comprehension processes vs. products, instruction in comprehension skills vs. strategies, factors in reading comprehension difficulties, and connections to general education are discussed.
7
https://www.speechpathology.com/slp-ceus/course/executive-functioning-for-school-age-10751
Executive Functioning for School-Age Children: It's More Than Being Organized, Part 2
This is Part 2 of a two-part series. Implementation frameworks and team service delivery models that support K-12 students with executive functioning challenges are described. Strategies that build self-talk, time perception, and strategic planning for multi-step tasks are also discussed.
auditory, textual, visual
Executive Functioning for School-Age Children: It's More Than Being Organized, Part 2
Presented by Karen Dudek-Brannan, EdD, MS, CCC-SLP
Course: #10751Level: 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. Implementation frameworks and team service delivery models that support K-12 students with executive functioning challenges are described. Strategies that build self-talk, time perception, and strategic planning for multi-step tasks are also discussed.
8
https://www.speechpathology.com/slp-ceus/course/executive-functioning-for-school-age-10740
Executive Functioning for School-Age Children: It's More Than Being Organized, Part 1
This is Part 1 of a two-part series. External symptoms and internal mental processes associated with executive functioning challenges are described in this course. Skill areas that can assist intervention planning, obstacles that multidisciplinary teams may face, and common barriers to generalization associated with current service delivery models are discussed.
auditory, textual, visual
Executive Functioning for School-Age Children: It's More Than Being Organized, Part 1
Presented by Karen Dudek-Brannan, EdD, MS, CCC-SLP
Course: #10740Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This is Part 1 of a two-part series. External symptoms and internal mental processes associated with executive functioning challenges are described in this course. Skill areas that can assist intervention planning, obstacles that multidisciplinary teams may face, and common barriers to generalization associated with current service delivery models are discussed.
9
https://www.speechpathology.com/slp-ceus/course/using-interprofessional-practice-in-schools-10728
Using Interprofessional Practice in Schools to Support Literacy
The benefits of interprofessional practice (IPP) in educational settings and ways to implement IPP to support phonemic awareness are discussed in this course. An IPP team comprised of a school-based SLP and a special education teacher describe how they co-teach a classroom shared book reading activity that includes articulatory placement and explicit vocabulary instruction.
auditory, textual, visual
Using Interprofessional Practice in Schools to Support Literacy
Presented by Robyn Becker, SLP.D, CCC-SLP, Lauryn Peterson, MEd
Course: #10728Level: Introductory1 Hour
ASHA/0.1 Introductory, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
The benefits of interprofessional practice (IPP) in educational settings and ways to implement IPP to support phonemic awareness are discussed in this course. An IPP team comprised of a school-based SLP and a special education teacher describe how they co-teach a classroom shared book reading activity that includes articulatory placement and explicit vocabulary instruction.
10
https://www.speechpathology.com/slp-ceus/course/play-talk-read-connection-between-10708
Play, Talk, Read: The Connection Between Play, Language, and Academic Success
Children learn to read through play and language-rich environments well before they are taught the first letter. However, as play is disappearing, children are entering school without critical skills necessary for academic success. Connections between play, literacy and academic readiness and strategies for facilitating play and language-rich environments are discussed in this course.
auditory, textual, visual
Play, Talk, Read: The Connection Between Play, Language, and Academic Success
Presented by Angie Neal, MS, CCC-SLP
Course: #10708Level: Intermediate1.5 Hours
ASHA/0.15 Intermediate, Professional; IACET/0.2; Kansas LTS-S1370/1.5; SAC/1.5
Children learn to read through play and language-rich environments well before they are taught the first letter. However, as play is disappearing, children are entering school without critical skills necessary for academic success. Connections between play, literacy and academic readiness and strategies for facilitating play and language-rich environments are discussed in this course.