State Requirement Info
Searching all 51 courses
1
https://www.speechpathology.com/slp-ceus/course/shared-book-reading-if-you-10829
Shared Book Reading: If You Give a Mouse Some Yoga
The use of shared book reading as a powerful tool for facilitating language and literacy, and the integration of yoga into this practice, are discussed in this course. Methods for implementing StoryBook Yoga, as well as its positive impacts on the brain and on the development of the whole child across domains are described.
auditory, textual, visual
Shared Book Reading: If You Give a Mouse Some Yoga
Presented by Susan Hendler Lederer, PhD, CCC-SLP
Course: #10829Level: Introductory1 Hour
ASHA/0.1 Introductory, Professional; IACET/0.1; IL EITP/1.0; Kansas LTS-S1370/1.0; SAC/1.0
The use of shared book reading as a powerful tool for facilitating language and literacy, and the integration of yoga into this practice, are discussed in this course. Methods for implementing StoryBook Yoga, as well as its positive impacts on the brain and on the development of the whole child across domains are described.
2
https://www.speechpathology.com/slp-ceus/course/shared-book-reading-if-you-10818
Shared Book Reading: If You Give a Mouse Some Mindfulness
Shared book reading is a powerful tool for facilitating language and literacy. The evidence supporting mindfulness practices, and methods for integrating them into shared book-reading activities in order to enhance a child’s ability to listen, look, and learn are discussed in this course. Specific books that are appropriate for such therapy activities are described.
auditory, textual, visual
Shared Book Reading: If You Give a Mouse Some Mindfulness
Presented by Susan Hendler Lederer, PhD, CCC-SLP
Course: #10818Level: Introductory1 Hour
ASHA/0.1 Introductory, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
Shared book reading is a powerful tool for facilitating language and literacy. The evidence supporting mindfulness practices, and methods for integrating them into shared book-reading activities in order to enhance a child’s ability to listen, look, and learn are discussed in this course. Specific books that are appropriate for such therapy activities are described.
3
https://www.speechpathology.com/slp-ceus/course/reading-comprehension-and-slp-contributions-10764
Reading Comprehension and the SLP: Contributions of Language
This is Part 2 of a two-part series. The connections between reading comprehension and areas of language such as vocabulary, morphosyntax and social communication are described in this course. Implications for intervention/instruction and collaboration with educators are also discussed.
auditory, textual, visual
Reading Comprehension and the SLP: Contributions of Language
Presented by Angie Neal, MS, CCC-SLP
Course: #10764Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This is Part 2 of a two-part series. The connections between reading comprehension and areas of language such as vocabulary, morphosyntax and social communication are described in this course. Implications for intervention/instruction and collaboration with educators are also discussed.
4
https://www.speechpathology.com/slp-ceus/course/reading-comprehension-and-slp-foundational-10763
Reading Comprehension and the SLP: Foundational Understanding
This is Part 1 of a two-part series. This course provides SLPs with foundational knowledge needed to directly address and collaboratively support reading comprehension across all grade levels. Models of language and reading comprehension, comprehension processes vs. products, instruction in comprehension skills vs. strategies, factors in reading comprehension difficulties, and connections to general education are discussed.
auditory, textual, visual
Reading Comprehension and the SLP: Foundational Understanding
Presented by Angie Neal, MS, CCC-SLP
Course: #10763Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This is Part 1 of a two-part series. This course provides SLPs with foundational knowledge needed to directly address and collaboratively support reading comprehension across all grade levels. Models of language and reading comprehension, comprehension processes vs. products, instruction in comprehension skills vs. strategies, factors in reading comprehension difficulties, and connections to general education are discussed.
5
https://www.speechpathology.com/slp-ceus/course/play-talk-read-connection-between-10708
Play, Talk, Read: The Connection Between Play, Language, and Academic Success
Children learn to read through play and language-rich environments well before they are taught the first letter. However, as play is disappearing, children are entering school without critical skills necessary for academic success. Connections between play, literacy and academic readiness and strategies for facilitating play and language-rich environments are discussed in this course.
auditory, textual, visual
Play, Talk, Read: The Connection Between Play, Language, and Academic Success
Presented by Angie Neal, MS, CCC-SLP
Course: #10708Level: Intermediate1.5 Hours
ASHA/0.15 Intermediate, Professional; IACET/0.2; Kansas LTS-S1370/1.5; SAC/1.5
Children learn to read through play and language-rich environments well before they are taught the first letter. However, as play is disappearing, children are entering school without critical skills necessary for academic success. Connections between play, literacy and academic readiness and strategies for facilitating play and language-rich environments are discussed in this course.
6
https://www.speechpathology.com/slp-ceus/course/early-literacy-intervention-improving-oral-10677
Early Literacy Intervention: Improving Oral Narratives through Movement
This is Part 4 of a four-part series. Current research on the socio-emotional, literacy, executive function, and narrative challenges in children with developmental language disorder (DLD), as well as the use of movement to accelerate storytelling skills, is described in this course. Evidence-based strategies to improve literacy and narrative skills through multi-modal cueing, purposeful play, and story re-enactment are presented.
auditory, textual, visual
Early Literacy Intervention: Improving Oral Narratives through Movement
Presented by Kelly Vess, MA, CCC-SLP
Course: #10677Level: Advanced1 Hour
ASHA/0.1 Advanced, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This is Part 4 of a four-part series. Current research on the socio-emotional, literacy, executive function, and narrative challenges in children with developmental language disorder (DLD), as well as the use of movement to accelerate storytelling skills, is described in this course. Evidence-based strategies to improve literacy and narrative skills through multi-modal cueing, purposeful play, and story re-enactment are presented.
7
https://www.speechpathology.com/slp-ceus/course/early-literacy-intervention-integrating-phonological-10667
Early Literacy Intervention: Integrating Phonological Awareness Skills into Therapy
This is Part 3 of a four-part series. Current research related to the importance of phonological awareness to literacy skill development is discussed in this course. Evidence-based, multi-modal strategies for improving pivotal phonological awareness skills, while maintaining focus on the child’s individualized therapy goals, are described.
auditory, textual, visual
Early Literacy Intervention: Integrating Phonological Awareness Skills into Therapy
Presented by Kelly Vess, MA, CCC-SLP
Course: #10667Level: Advanced1 Hour
ASHA/0.1 Advanced, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This is Part 3 of a four-part series. Current research related to the importance of phonological awareness to literacy skill development is discussed in this course. Evidence-based, multi-modal strategies for improving pivotal phonological awareness skills, while maintaining focus on the child’s individualized therapy goals, are described.
8
https://www.speechpathology.com/slp-ceus/course/early-literacy-intervention-putting-print-10665
Early Literacy Intervention: Putting Print Into Meaningful Practice
This is Part 2 of a four-part series. The reasons that print knowledge matters and ways that SLPs can improve it are discussed in this course. Components of print knowledge, challenges with print knowledge and their prevalence in autism, and evidence-based, multi-modal print referencing strategies for immediate use in clinical practice are addressed.
auditory, textual, visual
Early Literacy Intervention: Putting Print Into Meaningful Practice
Presented by Kelly Vess, MA, CCC-SLP
Course: #10665Level: Advanced1 Hour
ASHA/0.1 Advanced, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This is Part 2 of a four-part series. The reasons that print knowledge matters and ways that SLPs can improve it are discussed in this course. Components of print knowledge, challenges with print knowledge and their prevalence in autism, and evidence-based, multi-modal print referencing strategies for immediate use in clinical practice are addressed.
9
https://www.speechpathology.com/slp-ceus/course/early-literacy-intervention-identifying-risk-10656
Early Literacy Intervention: Identifying Risk Factors for Literacy Challenges Early On
This is Part 1 of a four-part series. Early linguistic indicators and risk factors that correlate with a greater likelihood of persistent literacy challenges are discussed in this course. Evidence-based screening tools for preschool and early elementary-aged children are also described.
auditory, textual, visual
Early Literacy Intervention: Identifying Risk Factors for Literacy Challenges Early On
Presented by Kelly Vess, MA, CCC-SLP
Course: #10656Level: Advanced1 Hour
ASHA/0.1 Advanced, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This is Part 1 of a four-part series. Early linguistic indicators and risk factors that correlate with a greater likelihood of persistent literacy challenges are discussed in this course. Evidence-based screening tools for preschool and early elementary-aged children are also described.
10
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.