This course will provide a "back to basics" review of the role of the speech pathologist in stroke care. This will include diagnosis, evaluation, and functional treatment recommendations.

This course will discuss current evidence-based practice in the context of the World Health Organization's International Classification of Functioning (ICF) framework. Additionally, this course will describe the components of narrative-based practice and present real-world accounts of ways SLPs can utilize narrative-based practice to provide holistic, client-centered care within the medical setting.

This Research Watch Report focuses on some of the most current research on cognitive-communication intervention in persons with dementia. Three systematic reviews/meta-analyses are summarized and potential clinical applications of the evidence are discussed.

This is Part 1 of a two-part series on augmentative/alternative communication (AAC) and adults with developmental disabilities. This course will provide a basic overview of AAC, assessment, communication goals, barriers, and key factors to consider when recommending a communication system for adults with developmental disabilities.

This is Part 1 of a two-part series. This course delineates individual metacognitive processes known as ‘executive functions’ and the various developmental profiles of executive dysfunction in school-aged children. Three case studies will highlight the nature of the diagnostic challenges and lay a foundation for assessment principles to help the SLP determine best approaches to intervention.

This Vanderbilt SLP Journal Club course will discuss neurodiversity - the idea that disorders like autism should be considered a normal human variation - and how it affects the practice of speech-language pathologists with their pediatric and adult clients. Theories and strategies, as well as professional and personal impact, will be addressed.

This is Part 2 of a two-part series. This course will detail the relationship between language and executive functions (EFs), and the nature of EF deficits in children with language disorders. The use of inner speech and self-talk to regulate behaviors and efforts; the use of complex syntax as a tool to reason, plan, predict, and solve will be discussed. Additionally, the course will describe the use of hands-on problem solving, Socratic questions, and discovery learning to elicit language-based EFs.

This course will review the use of Cognitive Behavioral Therapy (CBT) for SLPs, with a focus on counseling and behavioral change for adults with aphasia or cognitive deficits following acquired brain injury. Literature updates and case examples from the presenter's clinical practice will be included.

Using examples provided by Centers for Medicare and Medicaid Services (CMS), this interactive course will demonstrate how to score the new J and GG questions on the Outcome and Assessment Information Set (OASIS D). It will address how to improve accuracy in answering the new questions and how they relate to existing M questions on the OASIS.

This is Part 3 of a three-part series. This course will provide an introduction to the emotional and spiritual issues related to end-of-life care and how the SLP can support patients in having a "good death." Suggestions for changing institutional landscapes to support quality end-of-life care will be discussed.