When a late talking toddler or preschool child requires intervention, there is considerable variation in symptomatology. Therefore, a “one size fits all” intervention approach is not effective. Treatment can focus on any of a number of features seen in late onset of talking, including speech disorder, language disorder or even more severe conditions such as autism spectrum disorder (ASD) or Intellectual Disability. This course will provide information on how to individualize intervention for late talking toddlers and preschoolers.

This course describes the characteristics of Velo-cardio-facial syndrome that are of the greatest relevance to SLPs: those that affect feeding, speech and language. Best practice for intervention is also explained.

Pearson's EBP Briefs are case-based courses designed to assist with everyday decision-making in clinical practice. This case examined the question, “Do kindergarteners with language impairments who use e-books containing interactive features exhibit greater vocabulary gains than children using e-books with static illustrations?” The related literature search & analysis, along with the resultant clinical decision & application to clinical practice, will also be discussed.

This course will empower Speech-Language Pathologists to take a more active role in the identification and treatment of dyslexia by exploring the specific areas in which our expertise in language development intersects with literacy learning. Evidence-based frameworks for contribution to multi-disciplinary evaluations and intervention programs will be shared.

This course will provide information on the connection between early experiences and early formation of language. Through this framework, the course will look at the impact of Adverse Childhood Experiences (ACEs) and serve-and-return interactions on the language gap that exists for many communities across the US.

The process of dyslexia identification is complex and dynamic, and dependent on an effective screening methodology. This course will discuss a model that integrates the science behind assessment development with the current research on the symptoms, causes, and risk factors of dyslexia. This course is presented in partnership with Pearson Clinical Assessment.

This course is designed for speech-language pathologists to develop advanced knowledge in adolescent language disorders, particularly expository texts, discourse tools, and the application of evidence-based practice in the schools. Participants will learn how to select, and immediately apply, intervention strategies for adolescents who require targeted therapy in syntax, semantics, and academic language.

Speech-language pathologists see children with a variety of communication challenges, often with co-morbid issues such as sensory processing disorder (SPD). This course will focus on SPD and its impact on speech/language skills as well as strategies to support the children with whom SLPs work.

SLPs see children with a variety of social-emotional challenges, but anxiety may be the most prevalent. This course will focus on anxiety and its impact on speech/language skills, as well as strategies to decrease anxiety in the children with whom SLPs work.

This is Part 4 of the five-part series, Targeting the Social, Academic, & Transition Needs of Young Teens with ASD. This course will describe (1) types of inferences, (2) difficulties making inferences, and (3) evidence-based strategies to promote the ability to make inferences. This course is presented in partnership with the American Board of Child Language and Language Disorders (ABCLLD).