Language Disorder(s) CEU Courses for SLPs

This course describes the importance of building on the communication skills of adolescents and teenagers to prepare them for the communication demands of high school, college, and the workforce. It identifies areas of communication that can be targeted and discusses delivery methods that can be integrated into the classroom in collaboration with classroom teachers.

This course provides clinicians with culturally responsive assessment strategies to help determine whether an AAE-speaking student presents with a speech and/or language disorder. Beginning with a brief exploration of cultural humility, this course discusses how clinicians can become more culturally competent when assessing AAE-speaking students.

This 30-minute Fast Class describes various communicative functions and how they relate directly to users of augmentative/alternative communication (AAC). It discusses aided language input and ideas for targeting a variety of communicative functions during AAC therapy.

Students who have multiple disabilities often have difficulty with pragmatic language, especially for workforce preparation. The ability to self-monitor interactions as they happen is essential for success in various community settings but is difficult to teach. This webinar discusses using storyboards and real-time video as tools to model social language and behavior, and to develop self-monitoring skills.

This 30-minute Fast Class demonstrates how to select and incorporate picture books into communication goals for augmentative/alternative communication (AAC) intervention. It also discusses phonological awareness, print concepts, and modeling AAC communication when reading aloud with picture books.

This course presents the Convergence Evidence Framework (CEF; Castilla-Earls et al., 2020) for the assessment of dual language learners. Assessment tools that are compatible with the CEF are also discussed, along with interpretation of testing results.

Children with communication disorders may spend less than 1% of their waking hours in actual speech-language therapy, so every moment of therapy matters. This course discusses concepts of frequency, intensity and dosage, and presents a variety of easy-to-implement strategies and activities for maximizing therapy responses in order to expedite student progress.

This is Part 5 of the 5-part series, Applying the Science of Reading, Writing, and Oral Language for Students Who Use AAC. This course describes the integration of literacy learning and augmentative/alternative communication (AAC) for a student with complex communication needs (CCN). Case examples, video and data documentation are used to share methods for planning, activities, tools and progress monitoring that are doable as well as grounded in research-based practice.

This is Part 4 of the 5-part series, Applying the Science of Reading, Writing, and Oral Language for Students Who Use AAC. Improving the linguistic foundation of students who use AAC supports the development of strong literacy skills. Key intervention strategies and guidelines for robust language intervention for AAC users are discussed along with examples demonstrating their application to various language skills.

This is Part 3 of the 5-part series, Applying the Science of Reading, Writing, and Oral Language for Students Who Use AAC. The ability to spell opens academic, social, and employment doors for children with complex communication needs (CCN) who use or benefit from augmentative-alternative communication (AAC). This course discusses evidence-based assessment and intervention ideas to help students with CCN who use AAC become “spellers,” and broaden their overall communication skills.