Searching all 85 courses
1
https://www.speechpathology.com/slp-ceus/course/developmental-language-disorder-as-neurodevelopmental-9618
Developmental Language Disorder as a Neurodevelopmental Disability
Developmental Language Disorder (DLD) is a prevalent condition, but many people outside of the profession misunderstand its nature and manifestation. This course describes DLD as a neurodevelopmental disability and discusses implications for SLPs related to diagnosis, communication with families, and advocacy efforts. This course is presented in partnership with the American Board of Child Language and Language Disorders (ABCLLD).
auditory, textual, visual
Developmental Language Disorder as a Neurodevelopmental Disability
Presented by Karla K. McGregor, PhD, CCC-SLP, Trisha Self, PhD
Course: #9618Level: Advanced1.5 Hour
AG Bell - LSLS/1.5 Domain 3, Domain 7, CE-SPC-20-0321; ASHA/0.15 Advanced, Professional; IACET/0.2; Kansas LTS-S1370/1.5; SAC/1.5
Developmental Language Disorder (DLD) is a prevalent condition, but many people outside of the profession misunderstand its nature and manifestation. This course describes DLD as a neurodevelopmental disability and discusses implications for SLPs related to diagnosis, communication with families, and advocacy efforts. This course is presented in partnership with the American Board of Child Language and Language Disorders (ABCLLD).
2
https://www.speechpathology.com/slp-ceus/course/dirfloortime-174-beyond-playing-on-9642
DIRFloortime®: Beyond Playing on the Floor
The DIRFloortime® framework can be used not only with children with autism, but with a wide variety of ages and diagnoses. This 4-hour master class describes DIRFloortime principles and concepts such as Functional Emotional Developmental Capacities (FEDCs) and relationship-based intervention. Case studies provide examples of goals and therapy activities, including virtual experiences, for various populations.
auditory, textual, visual
DIRFloortime®: Beyond Playing on the Floor
Presented by Joleen R. Fernald, PhD, CCC-SLP, BCS-CL
Course: #9642Level: Advanced4 Hours
ASHA/0.4 Advanced, Professional; IACET/0.4; IBCCES/4.0; IL EITP/3.0; Kansas LTS-S1370/4.0; SAC/4.0
The DIRFloortime® framework can be used not only with children with autism, but with a wide variety of ages and diagnoses. This 4-hour master class describes DIRFloortime principles and concepts such as Functional Emotional Developmental Capacities (FEDCs) and relationship-based intervention. Case studies provide examples of goals and therapy activities, including virtual experiences, for various populations.
3
https://www.speechpathology.com/slp-ceus/course/targeting-language-expression-via-personal-9704
Targeting Language Expression Via Personal Written Narratives Across the Grades
Personal narratives offer unique opportunities to help students with developmental language disorders find their voices and improve their language. This course discusses an approach that uses language levels and writing processes to target language expression via written narratives, and includes methods for collecting and analyzing narrative samples. Case examples illustrate planning and implementation of individualized intervention for early elementary through high school students.
auditory, textual, visual
Targeting Language Expression Via Personal Written Narratives Across the Grades
Presented by Nickola Wolf Nelson, PhD, CCC-SLP, BCS-CL
Course: #9704Level: Advanced1 Hour
AG Bell - LSLS/1.0 Domain 3, Domain 9, CE-SPC-21-3322; ASHA/0.1 Advanced, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
Personal narratives offer unique opportunities to help students with developmental language disorders find their voices and improve their language. This course discusses an approach that uses language levels and writing processes to target language expression via written narratives, and includes methods for collecting and analyzing narrative samples. Case examples illustrate planning and implementation of individualized intervention for early elementary through high school students.
4
https://www.speechpathology.com/slp-ceus/course/assessing-quality-narratives-produced-by-9589
Assessing the Quality of Narratives Produced by School-age African American English Speakers
Children draw upon cognitive resources to tell stories. This course discusses this cognition-narration connection, and teaches participants how to analyze cognitive aspects of children’s narrative language and apply this information to management of children on their caseloads.
auditory, textual, visual
Assessing the Quality of Narratives Produced by School-age African American English Speakers
Presented by Monique T. Mills, PhD, CCC-SLP
Course: #9589Level: Advanced1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
Children draw upon cognitive resources to tell stories. This course discusses this cognition-narration connection, and teaches participants how to analyze cognitive aspects of children’s narrative language and apply this information to management of children on their caseloads.
5
https://www.speechpathology.com/slp-ceus/course/apparently-this-not-going-well-9726
ApPARENTly This Is Not Going Well: Difficult Conversations with Parents
This course explores emotional intelligence (EQ) and how to "plug in" and use it in situations that go awry with parents of clients. Specific strategies for handling difficult situations and de-escalating arguments are discussed.
auditory, textual, visual
ApPARENTly This Is Not Going Well: Difficult Conversations with Parents
Presented by Marva Mount, MA, CCC-SLP
Course: #9726Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This course explores emotional intelligence (EQ) and how to "plug in" and use it in situations that go awry with parents of clients. Specific strategies for handling difficult situations and de-escalating arguments are discussed.
Apraxia Articulation, Phonology, and Speech Sound Disorders Audiology and Hearing Impairment Autism Spectrum Disorders (ASD) Central Auditory Processing Disorder (CAPD) Counseling Cultural and Linguistic Diversity Early Intervention Language Disorder(s) Literacy and Phonological Awareness School Intervention and Collaboration in Schools Social, Emotional, Behavioral Stuttering Syndromes and Special Populations
6
https://www.speechpathology.com/slp-ceus/course/neurodiversity-to-support-agency-and-9590
Neurodiversity: How to Support Agency and Self-determination
It is imperative for clinicians and educators to be aware of the neurodiversity movement in order to better support all human rights. This course discusses what neurodiversity is and the history of the movement, as well as the potential for trauma related to behavioral interventions. Case examples demonstrate how to apply a paradigm shift to clinical practice that seeks to accept and celebrate differences rather than mask them.
auditory, textual, visual
Neurodiversity: How to Support Agency and Self-determination
Presented by Joleen R. Fernald, PhD, CCC-SLP, BCS-CL
Course: #9590Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; IBCCES/1.0; Kansas LTS-S1370/1.0; SAC/1.0
It is imperative for clinicians and educators to be aware of the neurodiversity movement in order to better support all human rights. This course discusses what neurodiversity is and the history of the movement, as well as the potential for trauma related to behavioral interventions. Case examples demonstrate how to apply a paradigm shift to clinical practice that seeks to accept and celebrate differences rather than mask them.
7
https://www.speechpathology.com/slp-ceus/course/tele-aac-with-adults-developmental-9574
Tele-AAC with Adults with Developmental Disabilities
This course explores teletherapy for adults with developmental disabilities (DD) who are users of augmentative/alternative communication (AAC). Topics discussed include funding, quick essentials of teletherapy, and language modeling, as well as age-appropriate non-digital materials and free/paid digital materials that work well for adults with DD.
auditory, textual, visual
Tele-AAC with Adults with Developmental Disabilities
Presented by Rebecca Eisenberg, MS, CCC-SLP
Course: #9574Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; IBCCES/1.0; Kansas LTS-S1370/1.0; RESNA/0.1 Intermediate; SAC/1.0
This course explores teletherapy for adults with developmental disabilities (DD) who are users of augmentative/alternative communication (AAC). Topics discussed include funding, quick essentials of teletherapy, and language modeling, as well as age-appropriate non-digital materials and free/paid digital materials that work well for adults with DD.
8
https://www.speechpathology.com/slp-ceus/course/20q-understanding-sensory-integration-and-9444
20Q: Understanding Sensory Integration and Processing
Sensory integration and processing is foundational to human development, engagement and relationships. This course will discuss theories of sensory processing function and dysfunction, potential impact on communication skills, and considerations for SLPs' therapeutic practice.
textual, visual
20Q: Understanding Sensory Integration and Processing
Presented by Virginia Spielmann, MSc OT, PhD(C), Carrie Dishlip, MS, CCC-SLP
Course: #9444Level: Intermediate1.5 Hour
AG Bell - LSLS/1.5 Domain 3, Domain 4, CE-SPC-20-0321; ASHA/0.15 Intermediate, Professional; IACET/0.2; IBCCES/1.5; Kansas LTS-S1370/1.5; SAC/1.5
Sensory integration and processing is foundational to human development, engagement and relationships. This course will discuss theories of sensory processing function and dysfunction, potential impact on communication skills, and considerations for SLPs' therapeutic practice.
9
https://www.speechpathology.com/slp-ceus/course/struggling-adolescent-writers-syntactical-characteristics-9452
Struggling Adolescent Writers: Syntactical Characteristics and Considerations
This course discusses the syntactical complexities of written language and reasons why adolescents struggle with writing. It further identifies the characteristics of adolescents who are struggling with syntactic demands of writing, and provides ideas for therapeutic practices/activities to target these specific difficulties.
auditory, textual, visual
Struggling Adolescent Writers: Syntactical Characteristics and Considerations
Presented by Lynne Telesca, PhD, CCC-SLP
Course: #9452Level: Intermediate1 Hour
AG Bell - LSLS/1.0 Domain 3, Domain 9, CE-SPC-20-0321; ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This course discusses the syntactical complexities of written language and reasons why adolescents struggle with writing. It further identifies the characteristics of adolescents who are struggling with syntactic demands of writing, and provides ideas for therapeutic practices/activities to target these specific difficulties.
10
https://www.speechpathology.com/slp-ceus/course/20q-comprehensive-pre-assessment-process-9461
20Q: A Pre-assessment Process for Differentiating Language Difference from Language Impairment in English Learners in Schools, Part 1
This 2-part series is geared to public school SLPs who serve English Learners with potential language impairment. Part 1 describes research-based, practical strategies, such as gathering thorough case histories and utilizing universal indicators of language impairment, as part of a comprehensive pre-assessment process designed to help SLPs differentiate between language impairment and language difference in English learners with environmental challenges such as poverty, limited schooling experience, and lack of home literacy experience.
textual, visual
20Q: A Pre-assessment Process for Differentiating Language Difference from Language Impairment in English Learners in Schools, Part 1
Presented by Celeste Roseberry-McKibbin, PhD, CCC-SLP, F-ASHA
Course: #9461Level: Intermediate1 Hour
AG Bell - LSLS/1.0 Domain 3, Domain 4, Domain 8, CE-SPC-20-0321; ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This 2-part series is geared to public school SLPs who serve English Learners with potential language impairment. Part 1 describes research-based, practical strategies, such as gathering thorough case histories and utilizing universal indicators of language impairment, as part of a comprehensive pre-assessment process designed to help SLPs differentiate between language impairment and language difference in English learners with environmental challenges such as poverty, limited schooling experience, and lack of home literacy experience.