State Requirement Info
Searching all 108 courses
1
https://www.speechpathology.com/slp-ceus/course/neurodiversity-navigating-scenarios-using-affirming-10693
Neurodiversity: Navigating Scenarios Using a Neurodiversity-Affirming Approach
Neurodiversity, neurodivergence, and neurodiversity (ND)-affirming approaches are discussed in this course. Strengths-based assessment, goals and supports that characterize ND-affirming approaches are described. Case scenarios are presented to exemplify ways to help those who are neurodivergent succeed in school and clinical settings.
auditory, textual, visual
Neurodiversity: Navigating Scenarios Using a Neurodiversity-Affirming Approach
Presented by Joleen R. Fernald, PhD, CCC-SLP, BCS-CL
Course: #10693Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
Neurodiversity, neurodivergence, and neurodiversity (ND)-affirming approaches are discussed in this course. Strengths-based assessment, goals and supports that characterize ND-affirming approaches are described. Case scenarios are presented to exemplify ways to help those who are neurodivergent succeed in school and clinical settings.
2
https://www.speechpathology.com/slp-ceus/course/20q-communication-strategies-for-inpatients-10694
20Q: Communication Strategies for Inpatients Who Can’t Talk
Communication strategies to support inpatients in the medical setting who are unable to speak are described in this course. Using principles of augmentative and alternative communication (AAC), steps for evaluating patient capabilities, selecting and implementing strategies, equipment and materials, creating communication tools, and supporting partners and team members are discussed.
textual, visual
20Q: Communication Strategies for Inpatients Who Can’t Talk
Presented by Elizabeth K. Hanson, PhD, CCC-SLP, Joanne Lasker, PhD, CCC-SLP, Laura Ball, PhD, CCC-SLP
Course: #10694Level: Intermediate1.5 Hours
ASHA/0.15 Intermediate, Professional; IACET/0.2; Kansas LTS-S1370/1.5; SAC/1.5
Communication strategies to support inpatients in the medical setting who are unable to speak are described in this course. Using principles of augmentative and alternative communication (AAC), steps for evaluating patient capabilities, selecting and implementing strategies, equipment and materials, creating communication tools, and supporting partners and team members are discussed.
3
https://www.speechpathology.com/slp-ceus/course/aac-considerations-and-challenges-adult-10730
AAC Considerations and Challenges: Adult Case Reviews
Assessment and treatment considerations for clinicians providing augmentative/alternative communication (AAC) services to adults with complex communication needs are discussed in this course. Case studies are used to describe AAC options, clinical decision making and use of evidence-based practice methods, as well as common practice limitations that clinicians face when providing such services.
auditory, textual, visual
AAC Considerations and Challenges: Adult Case Reviews
Presented by Kim Winter, MA, CCC-SLP
Course: #10730Level: Advanced1.5 Hours
ASHA/0.15 Advanced, Professional; IACET/0.2; Kansas LTS-S1370/1.5; SAC/1.5
Assessment and treatment considerations for clinicians providing augmentative/alternative communication (AAC) services to adults with complex communication needs are discussed in this course. Case studies are used to describe AAC options, clinical decision making and use of evidence-based practice methods, as well as common practice limitations that clinicians face when providing such services.
4
https://www.speechpathology.com/slp-ceus/course/pragmatics-and-social-cognition-clinical-10739
Pragmatics and Social Cognition: Clinical Considerations for Adults
Pragmatic and social cognition impairments following brain injuries are defined in this course. Assessments, interventions, and the impact of deficits on personal and work relationships post-rehabilitation are described.
auditory, textual, visual
Pragmatics and Social Cognition: Clinical Considerations for Adults
Presented by Katy Magee, MHS, CCC-SLP, L-CBIS
Course: #10739Level: Introductory1.5 Hours
ASHA/0.15 Introductory, Professional; IACET/0.2; Kansas LTS-S1370/1.5; SAC/1.5
Pragmatic and social cognition impairments following brain injuries are defined in this course. Assessments, interventions, and the impact of deficits on personal and work relationships post-rehabilitation are described.
5
https://www.speechpathology.com/slp-ceus/course/understanding-reading-and-writing-disorders-10659
Understanding Reading and Writing Disorders due to Stroke or Progressive Aphasia
Impairments of reading (alexia) and writing (agraphia) are commonly associated with left hemisphere stroke or progressive cortical atrophy, but not all acquired impairments of written language are the same. The underlying cognitive and neural supports for reading and spelling, as well as behavioral characteristics associated with central and peripheral alexia and agraphia profiles, are discussed in this course.
auditory, textual, visual
Understanding Reading and Writing Disorders due to Stroke or Progressive Aphasia
Presented by Kindle Rising, MS, CCC-SLP, Pelagie Beeson, PhD, CCC-SLP, BC-ANCDS:A
Course: #10659Level: Intermediate1.5 Hours
ASHA/0.15 Intermediate, Professional; IACET/0.2; Kansas LTS-S1370/1.5; SAC/1.5
Impairments of reading (alexia) and writing (agraphia) are commonly associated with left hemisphere stroke or progressive cortical atrophy, but not all acquired impairments of written language are the same. The underlying cognitive and neural supports for reading and spelling, as well as behavioral characteristics associated with central and peripheral alexia and agraphia profiles, are discussed in this course.
6
https://www.speechpathology.com/slp-ceus/course/ptsd-and-impact-on-cognitive-10606
PTSD and the Impact on Cognitive-Communication
Post-Traumatic Stress Disorder (PTSD),as well as a related theoretical framework and cultural considerations are discussed in this course. Populations likely to suffer from PTSD, cognitive-communication changes associated with PTSD and their impact on diagnosis and treatment are also described, and case examples are presented.
auditory, textual, visual
PTSD and the Impact on Cognitive-Communication
Presented by Linda S. Carozza, PhD, CCC-SLP
Course: #10606Level: Advanced1.5 Hours
ASHA/0.15 Advanced, Professional; IACET/0.2; Kansas LTS-S1370/1.5; SAC/1.5
Post-Traumatic Stress Disorder (PTSD),as well as a related theoretical framework and cultural considerations are discussed in this course. Populations likely to suffer from PTSD, cognitive-communication changes associated with PTSD and their impact on diagnosis and treatment are also described, and case examples are presented.
7
https://www.speechpathology.com/slp-ceus/course/commercial-and-assistive-cognitive-technologies-1033863
Technologies for People with Intellectual Disabilities: Preparing for the ATP Exam
A variety of commercial and assistive technologies for remediating and accommodating attention, memory, executive functioning and other cognitive deficits that affect numerous functional areas are discussed in this course. The information is designed to help prepare the participant for the Assistive Technology Professional (ATP) examination.
auditory, textual, visual
Technologies for People with Intellectual Disabilities: Preparing for the ATP Exam
Presented by Michelle Lange, OTR, ABDA, ATP/SMS
Course: #1033863Level: Introductory1 Hour
ASHA/0.1 Introductory, Professional; IACET/0.1; Kansas LTS-S1370/1.0; RESNA/0.1 Introductory; SAC/1.0
A variety of commercial and assistive technologies for remediating and accommodating attention, memory, executive functioning and other cognitive deficits that affect numerous functional areas are discussed in this course. The information is designed to help prepare the participant for the Assistive Technology Professional (ATP) examination.
8
https://www.speechpathology.com/slp-ceus/course/aging-in-place-it-takes-10522
Aging in Place: It Takes a Team
Aging in place is the goal of most elders, but it may require a great deal of support. The impact of normal aging on various systems and the differences between frail and well elders are described in this course. Information and interventions are discussed that allow interprofessional team members to support functional mobility, nutrition and hydration, and health management in their geriatric clients, in order to promote successful aging.
auditory, textual, visual
Aging in Place: It Takes a Team
Presented by Angela Mansolillo, MA, CCC-SLP, BCS-S, Kathleen T. Foley, PhD, OTR/L, FAOTA
Course: #10522Level: Advanced4 Hours
ASHA/0.4 Advanced, Professional; IACET/0.4; Kansas LTS-S1370/4.0; SAC/4.0
Aging in place is the goal of most elders, but it may require a great deal of support. The impact of normal aging on various systems and the differences between frail and well elders are described in this course. Information and interventions are discussed that allow interprofessional team members to support functional mobility, nutrition and hydration, and health management in their geriatric clients, in order to promote successful aging.
9
https://www.speechpathology.com/slp-ceus/course/collaborative-goal-setting-with-individuals-10572
Collaborative Goal Setting with Individuals with Traumatic Brain Injury and Their Care Partners, Part 2
This is Part 2 of a two-part series. Evidence from the literature that supports incorporation of patient and care partner needs and priorities into clinical goal setting and functional therapeutic interventions for individuals with traumatic brain injury (TBI) is discussed in this course. Case studies are presented to demonstrate the application of these patient-centered practices.
auditory, textual, visual
Collaborative Goal Setting with Individuals with Traumatic Brain Injury and Their Care Partners, Part 2
Presented by Erin O. Mattingly, MA, CCC-SLP, CBIS, Jessica Brown, PhD, CCC-SLP
Course: #10572Level: 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. Evidence from the literature that supports incorporation of patient and care partner needs and priorities into clinical goal setting and functional therapeutic interventions for individuals with traumatic brain injury (TBI) is discussed in this course. Case studies are presented to demonstrate the application of these patient-centered practices.
10
https://www.speechpathology.com/slp-ceus/course/collaborative-goal-setting-with-individuals-10558
Collaborative Goal Setting with Individuals with Traumatic Brain Injury and Their Care Partners, Part 1
This is Part 1 of a two-part series. Transdisciplinary models of care for individuals with traumatic brain injury (TBI) are described in this course. The importance of including individuals with TBI and their care partners in therapeutic decision-making is discussed, and research related to holistic practices, mental health supports and return-to-life services for clients/care partners is presented. (Part 2: Course 10572)
auditory, textual, visual
Collaborative Goal Setting with Individuals with Traumatic Brain Injury and Their Care Partners, Part 1
Presented by Erin O. Mattingly, MA, CCC-SLP, CBIS, Jessica Brown, PhD, CCC-SLP
Course: #10558Level: 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. Transdisciplinary models of care for individuals with traumatic brain injury (TBI) are described in this course. The importance of including individuals with TBI and their care partners in therapeutic decision-making is discussed, and research related to holistic practices, mental health supports and return-to-life services for clients/care partners is presented. (Part 2: Course 10572)