Pearson's EBP Briefs are case-based courses designed to assist with everyday decision-making in clinical practice. This case examined the question, “Should practitioners conduct a formal or informal communication assessment prior to completing a preference assessment to accurately identify preferences for students with severe developmental disabilities?” The related literature search & analysis, along with the resultant clinical decision & application to clinical practice, will also be discussed. A relevant assessment tool for this case is the Vineland Adaptive Behavior Scales, Third Edition (Vineland-3).

Pearson's EBP Briefs are case-based courses designed to assist with everyday decision-making in clinical practice. This case examined the question, “Would a DLL child (age 2+) with delayed or impaired vocabulary development show gains in both languages when supplementing intervention to his or her second language (L2) with an indirect SLP-supervised or prompted first language (L1) intervention - in comparison to no supplemental intervention in the child’s home language or no intervention - as shown by L1 or L2 vocabulary growth?” The related literature search & analysis, along with the resultant clinical decision & application to clinical practice, will also be discussed. A relevant assessment tool for this case is the Clinical Evaluation of Language Fundamentals - Fourth Edition, Spanish (CELF-4, Spanish).

A large and complex feeling vocabulary is a prerequisite skill to emotional regulation and successful interpersonal interactions for children and adults. This course will provide information on evidence-based positive behavioral support (PBS) strategies for resolving and preventing challenging behaviors in young children (ages 18 months through 7 years) by recognizing, acknowledging and supporting children’s development of emotional literacy.

This course surveys best practices, regulations, and assessment options for monolingual and bilingual clinicians working with linguistically and culturally diverse children. Assessment protocols to help in differential diagnosis of language differences from genuine disorders are reviewed, including ethnographic principles, dynamic assessment, narrative analysis, and vocabulary measures.

Fluency disorders (i.e., developmental stuttering, late onset stuttering, cluttering) have a relatively low prevalence, but 30-40% of children who stutter show speech sound disorders and 15-30% show language disorders. Thus, it is incumbent upon us to plan and implement improvement in both or multiple disorders. This course will focus on how best to do that.

This course describes an intervention procedure designed around SLP distinctive oral language competencies to improve expository speaking, writing and comprehension. Two preliminary treatment studies and clinical perspectives about implementation within and beyond the research setting will also be discussed. This course is presented in cooperation with the American Board of Child Language and Language Disorders (ABCLLD).

In this course participants will learn how and why to use mindfulness activities to promote listening and looking readiness for shared book reading.

This course will explore the use of meditation and mindfulness practices as it applies to pediatric speech-language pathology. Participants will be provided with a review of the research and instruction for practical application in the pediatric population.

Pearson's EBP Briefs are case-based courses designed to assist with everyday decision-making in clinical practice. This case will examine the clinical question, "For children ages birth to 3 years diagnosed with a language delay or disorder, to what extent do the prosodic components of motherese aid in establishing joint attention (JA)?" The related literature search and analysis, along with the resultant clinical decision and application to clinical practice, will also be discussed. A relevant assessment tool for this case is the Preschool Language Scale – 5th Edition (PLS-5).

Pearson's EBP Briefs are case-based courses designed to assist with everyday decision-making in clinical practice. This case will examine the clinical question, “Do school-age children with ADHD who received writing strategy instruction using Self-Regulated Strategy Development (SRSD), as compared to an alternative or no intervention, show improvement in their writing skills? ” The related literature search and analysis, along with the resultant clinical decision and application to clinical practice, will also be discussed.