Neuro/Cognition/TBI (Peds) CEU Courses for SLPs

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.

This is Part 1 of a two-part series. External symptoms and internal mental processes associated with executive functioning challenges are discussed in this course. Five skill areas that can assist intervention planning are described, along with common barriers to generalization that are associated with current service delivery models.

Using a case study format, this course describes how to develop interdisciplinary assessment and treatment plans for children preschool-age through young adults with executive functioning difficulties. All evidence-based strategies focus on integrating information from speech-language pathology, psychology, and special education.

Needs and challenges of students with traumatic brain injury (TBI) related to the return-to-learn process and long-term management are described in this course. SLPs' role in the TBI interdisciplinary team, and their ability to provide support for this population by capitalizing on the skills and techniques they already use in daily clinical practice, are also discussed.

Neurodiversity and assessment tools and strategies for identifying neurodiverse individuals - including those who may be masking - are discussed in this course. Testimony from neurodiverse adults about missed flags in their own evaluations is presented in order to provide further support for the identification process.

An overview of what Attention Deficit/Hyperactivity Disorder (ADHD) is and is not, including common myths and neurodevelopmental basics, is provided in this course. Practical strategies to manage and intervene with ADHD in children and teens are discussed, with a focus on identifying strengths and promoting self-regulation and executive functioning skills.

Executive functioning skills of children preschool-aged through young adulthood are defined and their development and importance during the school years is described in this course. Strategies to target executive functioning skills from an interdisciplinary perspective are also discussed.

Teachers and administrators increasingly turn to school-based SLPs for intervention in executive functioning (EF) deficits. This course is directed toward clinicians working in schools (especially high schools) who have basic background knowledge about EF. It discusses EF domains and clinical presentation, types of treatment approaches, and how to plan and implement specific EF interventions.

This course provides an overview of cognitive-communication disorders (CCD) in both the pediatric and adult populations. It addresses causes and symptoms of CCD, service delivery issues across settings, evidence-based recommendations for treatment and intervention, and challenges SLPs may face when serving individuals with this disorder.

This course provides an overview of the neuroscience underlying sensation and perception, as well as its application to learning and treatment. It discusses a client’s ability to sense and perceive details of therapy tasks as critical components for adaptability and plasticity of the human brain, which in turn improves functional outcomes.