State Requirement Info
Searching all 109 courses
1
https://www.speechpathology.com/slp-ceus/course/textbook-achieving-communication-competence-10517
Textbook: Achieving Communication Competence
Based on the textbook, Achieving Communication Competence, this course describes a three-step process to create an effective intervention plan for people with severe communication disabilities. Assessment of environmental factors and communication skills, implementation and modification of intervention plans, and progress reporting are discussed.
textual, visual
Textbook: Achieving Communication Competence
Presented by Yvonne Gillette, PhD, ASHA Fellow
Course: #10517Level: Advanced15 Hours
ASHA/1.5 Advanced, Professional; IACET/1.5; Kansas LTS-S1370/15.0; SAC/15.0
Based on the textbook, Achieving Communication Competence, this course describes a three-step process to create an effective intervention plan for people with severe communication disabilities. Assessment of environmental factors and communication skills, implementation and modification of intervention plans, and progress reporting are discussed.
2
https://www.speechpathology.com/slp-ceus/course/embedding-language-instruction-within-meaningful-10488
Embedding Language Instruction Within Meaningful Contexts
Discrete skill practice can elicit high numbers of client productions, yet lacks naturalness and is often not engaging for students. This Fast Class discusses the “whole-part” framework for embedding language instruction into engaging and naturalistic contextualized activities, as well as how to connect skill-focused practice to larger thematic units.
auditory, textual, visual
Embedding Language Instruction Within Meaningful Contexts
Presented by William Bolden, MA III, CCC-SLP
Course: #10488Level: Introductory0.5 Hours
AG Bell - LSLS/0.5 Domain 3, CE-SPC-22-0324; ASHA/0.05 Introductory, Professional; IACET/0.1; Kansas LTS-S1370/0.5; SAC/0.5
Discrete skill practice can elicit high numbers of client productions, yet lacks naturalness and is often not engaging for students. This Fast Class discusses the “whole-part” framework for embedding language instruction into engaging and naturalistic contextualized activities, as well as how to connect skill-focused practice to larger thematic units.
3
https://www.speechpathology.com/slp-ceus/course/contextualized-grammar-instruction-10484
Contextualized Grammar Instruction
Children with language impairment often demonstrate numerous, persistent grammatical errors when speaking, leading to the need for effective, explicit instructional techniques. In this Fast Class, instructional supports and contextualized units to facilitate learning and generalization of spoken grammar targets are discussed and demonstrated.
auditory, textual, visual
Contextualized Grammar Instruction
Presented by William Bolden, MA III, CCC-SLP
Course: #10484Level: Introductory0.5 Hours
AG Bell - LSLS/0.5 Domain 3, CE-SPC-22-0324; ASHA/0.05 Introductory, Professional; IACET/0.1; Kansas LTS-S1370/0.5; SAC/0.5
Children with language impairment often demonstrate numerous, persistent grammatical errors when speaking, leading to the need for effective, explicit instructional techniques. In this Fast Class, instructional supports and contextualized units to facilitate learning and generalization of spoken grammar targets are discussed and demonstrated.
4
https://www.speechpathology.com/slp-ceus/course/yoga-and-speech-therapy-to-10478
Yoga and Speech Therapy: How to Bring Yoga into Your Pediatric Sessions
Yoga isn't just for adults in the studio! What yoga for children entails, and how and why to incorporate it into speech therapy, are described in this course. Discussion includes the ways in which yoga can help children feel more connected to their goals and work, find calm in the sessions, and have a more holistic and mindful experience.
auditory, textual, visual
Yoga and Speech Therapy: How to Bring Yoga into Your Pediatric Sessions
Presented by Jessi Andricks, MS, CCC-SLP
Course: #10478Level: Introductory1 Hour
ASHA/0.1 Introductory, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
Yoga isn't just for adults in the studio! What yoga for children entails, and how and why to incorporate it into speech therapy, are described in this course. Discussion includes the ways in which yoga can help children feel more connected to their goals and work, find calm in the sessions, and have a more holistic and mindful experience.
5
https://www.speechpathology.com/slp-ceus/course/dynamic-speech-and-language-assessments-10454
Dynamic Speech and Language Assessments: Cultural and Linguistic Considerations
The key ingredients needed to conduct both English and Bilingual dynamic assessments are described in this course. Ways to modify assessments to focus on the student’s learning potential and to ensure cultural sensitivity during bilingual assessments are discussed. Methods of collecting data in order to create measurable and achievable goals that match the individual’s potential are also provided.
auditory, textual, visual
Dynamic Speech and Language Assessments: Cultural and Linguistic Considerations
Presented by Sharon Baum, MA, CCC-SLP
Course: #10454Level: Introductory1 Hour
ASHA/0.1 Introductory, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
The key ingredients needed to conduct both English and Bilingual dynamic assessments are described in this course. Ways to modify assessments to focus on the student’s learning potential and to ensure cultural sensitivity during bilingual assessments are discussed. Methods of collecting data in order to create measurable and achievable goals that match the individual’s potential are also provided.
6
https://www.speechpathology.com/slp-ceus/course/conversations-framework-program-for-adolescents-10455
Textbook: Conversations Framework: A Program for Adolescents and Young Adults
The end goal of communication intervention is to have individuals be able to participate effectively in conversational interactions. The conversational moves and their underlying foundational skills that are critical to social communication are addressed in this textbook course. Techniques and activities for targeting conversational skills in adolescents and young adults are also discussed.
textual, visual
Textbook: Conversations Framework: A Program for Adolescents and Young Adults
Presented by Barbara Hoskins, PhD, CCC-SLP, Kristine Noel, PhD, CCC-SLP
Course: #10455Level: Intermediate9 Hours
AG Bell - LSLS/9.0 Domain 3, CE-SPC-22-0324; ASHA/0.9 Intermediate, Professional; IACET/0.9; IBCCES/9.0; Kansas LTS-S1370/9.0; SAC/9.0
The end goal of communication intervention is to have individuals be able to participate effectively in conversational interactions. The conversational moves and their underlying foundational skills that are critical to social communication are addressed in this textbook course. Techniques and activities for targeting conversational skills in adolescents and young adults are also discussed.
7
https://www.speechpathology.com/slp-ceus/course/comprehensive-intervention-using-word-finding-10412
Textbook: Comprehensive Intervention Using the Word-Finding Intervention Program, Third Edition (WFIP-3)
This course, which is based on the textbook, the Word-Finding Intervention Program, Third Edition (WFIP-3), describes a comprehensive word-finding intervention model. Specifically, word-finding retrieval strategies, word-finding self-advocacy instruction, and word-finding-based differentiated instruction and assessment procedures are discussed, along with word-finding lesson plans, long-term goals/benchmarks, and progress monitoring for preschool/primary, intermediate, and secondary students with word-finding difficulties.
textual, visual
Textbook: Comprehensive Intervention Using the Word-Finding Intervention Program, Third Edition (WFIP-3)
Presented by Diane J German, PhD
Course: #10412Level: Intermediate13 Hours
AG Bell - LSLS/13.0 Domain 3, CE-SPC-22-0324; ASHA/1.3 Intermediate, Professional; IACET/1.3; Kansas LTS-S1370/13.0; SAC/13.0
This course, which is based on the textbook, the Word-Finding Intervention Program, Third Edition (WFIP-3), describes a comprehensive word-finding intervention model. Specifically, word-finding retrieval strategies, word-finding self-advocacy instruction, and word-finding-based differentiated instruction and assessment procedures are discussed, along with word-finding lesson plans, long-term goals/benchmarks, and progress monitoring for preschool/primary, intermediate, and secondary students with word-finding difficulties.
8
https://www.speechpathology.com/slp-ceus/course/language-and-literacy-intervention-role-10396
Language and Literacy Intervention: Role of Emotions, Engagement, Experiences
Early literacy and language instruction should be based on how young children learn, remember, and apply what they learn. Types of engagement and the roles that it, emotions, and reciprocal social interactions play in young children’s learning are discussed in this course. Effective instructional activities that are engaging, playful, and interactive are described.
auditory, textual, visual
Language and Literacy Intervention: Role of Emotions, Engagement, Experiences
Presented by Barbara Culatta, PhD, ASHA Fellow, BCS-CL
Course: #10396Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
Early literacy and language instruction should be based on how young children learn, remember, and apply what they learn. Types of engagement and the roles that it, emotions, and reciprocal social interactions play in young children’s learning are discussed in this course. Effective instructional activities that are engaging, playful, and interactive are described.
9
https://www.speechpathology.com/slp-ceus/course/language-literacy-dyslexia-connection-reframing-10372
The Language-Literacy-Dyslexia Connection: Reframing Our Thinking as SLPs
The impact of language disorders and language-learning disabilities, including dyslexia, on students’ success in school is addressed in this course. Practical, collaborative strategies for transdisciplinary language-literacy assessment are provided. Ways for SLPs to support literacy development, including appropriate language intervention goals, transdisciplinary service delivery, and evidence-based treatment methodology are also addressed.
auditory, textual, visual
The Language-Literacy-Dyslexia Connection: Reframing Our Thinking as SLPs
Presented by Jeannene Ward-Lonergan, Robert Pieretti, PhD, CCC-SLP
Course: #10372Level: Intermediate1.5 Hours
ASHA/0.15 Intermediate, Professional; IACET/0.2; Kansas LTS-S1370/1.5; SAC/1.5
The impact of language disorders and language-learning disabilities, including dyslexia, on students’ success in school is addressed in this course. Practical, collaborative strategies for transdisciplinary language-literacy assessment are provided. Ways for SLPs to support literacy development, including appropriate language intervention goals, transdisciplinary service delivery, and evidence-based treatment methodology are also addressed.
10
https://www.speechpathology.com/slp-ceus/course/20q-grammar-and-syntax-for-10324
20Q: Grammar and Syntax for School-Age Learners
This course discusses why it is important for SLPs to diagnose and intervene to help school-age children and adolescents who struggle with grammar and syntax. Information on the development of grammar and syntax, procedures for assessment, academic challenges for students with grammar/syntax impairments, and curriculum-based interventions are provided.
textual, visual
20Q: Grammar and Syntax for School-Age Learners
Presented by Monica Gordon Pershey, EdD, CCC-SLP
Course: #10324Level: Intermediate1 Hour
AG Bell - LSLS/1.0 Domain 3, CE-SPC-22-0324; ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This course discusses why it is important for SLPs to diagnose and intervene to help school-age children and adolescents who struggle with grammar and syntax. Information on the development of grammar and syntax, procedures for assessment, academic challenges for students with grammar/syntax impairments, and curriculum-based interventions are provided.