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Pearson's EBP Briefs CEU Courses for SLPs

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Pearson's EBP Briefs: Teaching Reading to Youth with Fragile X Syndrome: Should phonemic awareness and phonics instruction be used?
Presented by Allison Brazendale, Psy.D, Suzanne M. Adlof, PhD, Jessica Klusek, PhD, CCC-SLP, Jane E. Roberts, PhD
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Course: #8452 Level: Advanced1 Hour
Pearson's EBP Briefs are case-based courses designed to assist with everyday decision-making in clinical practice. This case examined the question, “Would a child with FXS benefit more from phonologically-based reading instruction or whole-word training to improve reading skills?” The related literature search & analysis, along with the resultant clinical decision & application to clinical practice, will also be discussed. A relevant assessment tool for this case is the Kaufman Test of Educational Achievement, Third Edition Brief Form (KTEA™-3 Brief).

Pearson's EBP Briefs: Best Practices for Assessing Communication Skills Prior to Preference Assessments for Students With Severe Developmental Disabilities
Presented by Miriam Boesch, PhD, Alexandra Da Fonte, PhD
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Course: #8453 Level: Advanced1 Hour
Pearson's EBP Briefs are case-based courses designed to assist with everyday decision-making in clinical practice. This case examined the question, “Should practitioners conduct a formal or informal communication assessment prior to completing a preference assessment to accurately identify preferences for students with severe developmental disabilities?” The related literature search & analysis, along with the resultant clinical decision & application to clinical practice, will also be discussed. A relevant assessment tool for this case is the Vineland Adaptive Behavior Scales, Third Edition (Vineland-3).

Pearson's EBP Briefs: Bilingual Vocabulary Support for Dual Language Learners: A systematic review
Presented by Ulla Licandro, PhD
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Course: #8449 Level: Advanced1 Hour
Pearson's EBP Briefs are case-based courses designed to assist with everyday decision-making in clinical practice. This case examined the question, “Would a DLL child (age 2+) with delayed or impaired vocabulary development show gains in both languages when supplementing intervention to his or her second language (L2) with an indirect SLP-supervised or prompted first language (L1) intervention - in comparison to no supplemental intervention in the child’s home language or no intervention - as shown by L1 or L2 vocabulary growth?” The related literature search & analysis, along with the resultant clinical decision & application to clinical practice, will also be discussed. A relevant assessment tool for this case is the Clinical Evaluation of Language Fundamentals - Fourth Edition, Spanish (CELF-4, Spanish).

Pearson's EBP Briefs: Altering the Prosodic Features of Motherese to Promote Joint Attention in Language-Delayed Children
Presented by Traci Fredman, MS, CCC-SLP
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Course: #8318 Level: Advanced1 Hour
Pearson's EBP Briefs are case-based courses designed to assist with everyday decision-making in clinical practice. This case will examine the clinical question, "For children ages birth to 3 years diagnosed with a language delay or disorder, to what extent do the prosodic components of motherese aid in establishing joint attention (JA)?" The related literature search and analysis, along with the resultant clinical decision and application to clinical practice, will also be discussed. A relevant assessment tool for this case is the Preschool Language Scale – 5th Edition (PLS-5).

Pearson's EBP Briefs: The Effectiveness of Spaced Retrieval on Improving Self-Feeding and Use of Compensatory Swallowing Strategies in Individuals with Dementia Residing in a Long-Term Care Facility.
Presented by Ryan S. Husak, MS, CCC-SLP, Christen Guffey Page, PhD, CCC-SLP
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Course: #8322 Level: Advanced1 Hour
Pearson's EBP Briefs are case-based courses designed to assist with everyday decision-making in clinical practice. This case will examine the clinical question, “Do adults with dementia living in a long-term care (LTC) facility who receive Spaced Retrieval (SR) training, compared to adults with dementia living in a long-term care facility who do not receive SR training, show improvement in self-feeding and/or use of swallowing compensations?” The related literature search and analysis, along with the resultant clinical decision and application to clinical practice, will also be discussed. A relevant assessment tool for this case is the CLQT+ (Helm-Estabrooks, 2017).

Pearson's EBP Briefs: Effects of Self-Regulated Strategy Development on the Writing Skills of School-Age Children With Attention-Deficit/Hyperactivity Disorder
Presented by Jane Roitsch, MA, CCC-SLP, MBA, Kimberly A. Murphy, PhD, CCC-SLP, Anne M. P. Michalek, PhD, CCC-SLP
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Course: #8317 Level: Advanced1 Hour
Pearson's EBP Briefs are case-based courses designed to assist with everyday decision-making in clinical practice. This case will examine the clinical question, “Do school-age children with ADHD who received writing strategy instruction using Self-Regulated Strategy Development (SRSD), as compared to an alternative or no intervention, show improvement in their writing skills? ” The related literature search and analysis, along with the resultant clinical decision and application to clinical practice, will also be discussed.

Pearson's EBP Briefs: Memory Restoration Using Computerized Cognitive Training After Pediatric Traumatic Brain Injury (TBI): A Review of the Evidence
Presented by Jennifer Lundine, PhD, CCC-SLP, BC-ANCDS
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Course: #8320 Level: Advanced1 Hour
Pearson's EBP Briefs are case-based courses designed to assist with everyday decision-making in clinical practice. This case will examine the clinical question, “For children and adolescents with memory impairments after traumatic brain injury (TBI), do computerized cognitive training (CCT) programs used in conjunction with traditional therapy vs. traditional therapy alone lead to memory gains in daily activities?” The related literature search and analysis, along with the resultant clinical decision and application to clinical practice, will also be discussed.

Pearson's EBP Brief: Auditory-Verbal Therapy as an Intervention Approach for Children Who Are Deaf: A Review of the Evidence
Presented by Lisa Bowers, PhD, CCC-SLP
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Course: #8073 Level: Advanced1 Hour
Pearson's EBP Briefs are case-based courses designed to assist with everyday decision-making in clinical practice. This case will examine the clinical question, “Would young deaf children who participate in AVT services provided by an LSLS cert. AVT demonstrate gains in language skills similar to their typical hearing peers?
” The related literature search and analysis, along with the resultant clinical decision and application to clinical practice, will also be discussed. A relevant assessment tool for this case is the SCAN-3:C (Keith, 2009).

Pearson's EBP Briefs: An Evidence-Based Approach to Teach Inferential Language During Interactive Storybook Reading With Young Children
Presented by Elizabeth Kelley, PhD, CCC-SLP
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Course: #8072 Level: Advanced1 Hour
Pearson's EBP Briefs are case-based courses designed to assist with everyday decision-making in clinical practice. This case will examine the clinical question, “Would young children demonstrate improvements in inferential question-answering after an interactive book-reading intervention that targeted inferential questions, in comparison to an intervention that targeted overall language ability?
” The related literature search and analysis, along with the resultant clinical decision and application to clinical practice, will also be discussed. A relevant assessment tool for this case is the CELF-5 Metalinguistics (Wiig & Secord, 2014).

Pearson's EBP Briefs: Do Patients Treated for Voice Therapy With Telepractice Show Similar Changes in Voice Outcome Measures as Patients Treated Face-to-Face?
Presented by Balaji Rangarathnam, PhD, CCC-SLP, Gary H. McCullough, PhD, CCC-SLP, Haley Gilroy, MS, CF-SLP
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Course: #8067 Level: Advanced0.5 Hours
Pearson's EBP Briefs are case-based courses designed to assist with everyday decision-making in clinical practice. This case will examine the clinical question, “Do patients treated for voice therapy with telepractice show similar changes in voice outcome measures as patients treated face-to-face?” The related literature search and analysis, along with the resultant clinical decision and application to clinical practice, will also be discussed. A relevant assessment tool for this case is the CLQT+ (Helm-Estabrooks, 2017).