State Requirement Info
Searching all 182 courses
1
https://www.speechpathology.com/slp-ceus/course/interprofessional-practice-in-schools-steam-10709
Interprofessional Practice in Schools: STEAM Meets Social Language
The benefits of interprofessional practice (IPP) in educational settings and ways to implement IPP to support social language using science, technology, engineering, arts and mathematics (STEAM)-based problem solving are discussed in this course. An IPP team comprised of a school-based SLP, a special education teacher, and a gifted and talented teacher/media specialist describe the specific IPP framework that they use.
auditory, textual, visual
Interprofessional Practice in Schools: STEAM Meets Social Language
Presented by Robyn Becker, SLP.D, CCC-SLP, Rebecca Barajas, BS Ed, SLMS, Lauryn Peterson, MEd
Course: #10709Level: Introductory1 Hour
ASHA/0.1 Introductory, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
The benefits of interprofessional practice (IPP) in educational settings and ways to implement IPP to support social language using science, technology, engineering, arts and mathematics (STEAM)-based problem solving are discussed in this course. An IPP team comprised of a school-based SLP, a special education teacher, and a gifted and talented teacher/media specialist describe the specific IPP framework that they use.
2
https://www.speechpathology.com/slp-ceus/course/teenagers-with-tinnitus-10707
Teenagers with Tinnitus
The prevalence of tinnitus in teenagers from all causes and the primary complaints associated with bothersome tinnitus are discussed in this course. Screenings and interventions the speech-language pathologist can provide, as well as situations in which referrals to other specialists should be made, are described.
auditory, textual, visual
Teenagers with Tinnitus
Presented by Brian J. Fligor, PhD, PASC
Course: #10707Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
The prevalence of tinnitus in teenagers from all causes and the primary complaints associated with bothersome tinnitus are discussed in this course. Screenings and interventions the speech-language pathologist can provide, as well as situations in which referrals to other specialists should be made, are described.
3
https://www.speechpathology.com/slp-ceus/course/morphology-and-syntax-case-for-10644
Morphology and Syntax: The Case for Improving Outcomes
The importance of assessment and intervention targeting morphology and syntax and the subsequent impact on student literacy outcomes are discussed in this course. Assessment tools and treatment activities that address these areas, as well as cultural and linguistic diversity considerations, are described.
auditory, textual, visual
Morphology and Syntax: The Case for Improving Outcomes
Presented by Angie Neal, MS, CCC-SLP
Course: #10644Level: Intermediate1 Hour
AG Bell - LSLS/1.0 Domain 3, CE-SPC-23-0330; ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
The importance of assessment and intervention targeting morphology and syntax and the subsequent impact on student literacy outcomes are discussed in this course. Assessment tools and treatment activities that address these areas, as well as cultural and linguistic diversity considerations, are described.
4
https://www.speechpathology.com/slp-ceus/course/eating-again-after-trach-vent-10638
Eating Again After Trach/Vent: A Case Study
The research and theoretical framework behind trach/vent management, including elements of decision-making and risk assessment and management, are described in this course. A complex case study of resuming oral intake in a patient with trach/vent is presented to provide an in-depth look at real-world application of this information.
auditory, textual, visual
Eating Again After Trach/Vent: A Case Study
Presented by George Barnes, MS, CCC-SLP
Course: #10638Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
The research and theoretical framework behind trach/vent management, including elements of decision-making and risk assessment and management, are described in this course. A complex case study of resuming oral intake in a patient with trach/vent is presented to provide an in-depth look at real-world application of this information.
5
https://www.speechpathology.com/slp-ceus/course/augmentative-and-alternative-communication-preparing-1033862
Let’s Talk Augmentative And Alternative Communication: Preparing For The ATP Exam
Augmentative/alternative communication (AAC) in the context of preparing for the Assistive Technology Professional (ATP) exam is discussed in this course. Different types of AAC devices and their applications are described, and the HAAT model (Human Activity Assistive Technology) is used to explore key AAC features such as access, display, programming, mounting, and integration of systems.
auditory, textual, visual
Let’s Talk Augmentative And Alternative Communication: Preparing For The ATP Exam
Presented by Michelle Lange, OTR/L, ABDA, ATP/SMS
Course: #1033862Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; RESNA/0.1 Intermediate; SAC/1.0
Augmentative/alternative communication (AAC) in the context of preparing for the Assistive Technology Professional (ATP) exam is discussed in this course. Different types of AAC devices and their applications are described, and the HAAT model (Human Activity Assistive Technology) is used to explore key AAC features such as access, display, programming, mounting, and integration of systems.
6
https://www.speechpathology.com/slp-ceus/course/matching-products-to-seating-needs-1033871
Matching Products to Seating Needs
After the wheelchair seating assessment is complete, specific client needs must be matched to seating product interventions. Various categories of seating systems, their clinical indicators and constituents, including primary support surfaces, secondary support components, and materials, are discussed in this course. This course is intended to help the learner prepare for the Assistive Technology Professional (ATP) exam.
auditory, textual, visual
Matching Products to Seating Needs
Presented by Michelle Lange, OTR, ABDA, ATP/SMS
Course: #1033871Level: Introductory1 Hour
ASHA/0.1 Introductory, Professional; IACET/0.1; Kansas LTS-S1370/1.0; RESNA/0.1 Introductory; SAC/1.0
After the wheelchair seating assessment is complete, specific client needs must be matched to seating product interventions. Various categories of seating systems, their clinical indicators and constituents, including primary support surfaces, secondary support components, and materials, are discussed in this course. This course is intended to help the learner prepare for the Assistive Technology Professional (ATP) exam.
7
https://www.speechpathology.com/slp-ceus/course/new-era-from-eadls-to-1033872
A New Era: From EADLs to Alexa!
Electronic Aids to Daily Living (EADLs), which provide an alternative means of controlling devices primarily within the home environment, are discussed in this course to prepare the learner for the Assistive Technology Professional (ATP) exam. Topics include examples of EADLs, potential limitations of consumer technologies for those with disabilities, and situations where disability-specific aids may be needed.
auditory, textual, visual
A New Era: From EADLs to Alexa!
Presented by Michelle Lange, OTR, ABDA, ATP/SMS
Course: #1033872Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; RESNA/0.1 Intermediate; SAC/1.0
Electronic Aids to Daily Living (EADLs), which provide an alternative means of controlling devices primarily within the home environment, are discussed in this course to prepare the learner for the Assistive Technology Professional (ATP) exam. Topics include examples of EADLs, potential limitations of consumer technologies for those with disabilities, and situations where disability-specific aids may be needed.
8
https://www.speechpathology.com/slp-ceus/course/dependent-mobility-intervention-1033870
Dependent Mobility Intervention
Dependent mobility devices, which are not intended for self-propulsion, are discussed in this course. These devices include adaptive strollers, which may be used to meet small children’s positional and dependent mobility needs, as well as transport chairs and tilt in space, reclining and standard manual wheelchairs, which may be used for quick trips or a temporary back-up to a power wheelchair. This course is intended to help the learner prepare for the Assistive Technology Professional (ATP) exam.
auditory, textual, visual
Dependent Mobility Intervention
Presented by Michelle Lange, OTR, ABDA, ATP/SMS
Course: #1033870Level: Introductory1 Hour
ASHA/0.1 Introductory, Professional; IACET/0.1; Kansas LTS-S1370/1.0; RESNA/0.1 Introductory; SAC/1.0
Dependent mobility devices, which are not intended for self-propulsion, are discussed in this course. These devices include adaptive strollers, which may be used to meet small children’s positional and dependent mobility needs, as well as transport chairs and tilt in space, reclining and standard manual wheelchairs, which may be used for quick trips or a temporary back-up to a power wheelchair. This course is intended to help the learner prepare for the Assistive Technology Professional (ATP) exam.
9
https://www.speechpathology.com/slp-ceus/course/stuttering-intervention-where-to-start-10605
Stuttering Intervention: Where to Start
This course provides speech-language pathologists with the basics needed to get started with stuttering intervention. The importance of acceptance of stuttering is discussed, and service recommendations, including treatment protocols and specific activities, are described for preschool-aged, school-aged, and adult clients.
auditory, textual, visual
Stuttering Intervention: Where to Start
Presented by Hayley Arnold, PhD, CCC-SLP
Course: #10605Level: Introductory1 Hour
ASHA/0.1 Introductory, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This course provides speech-language pathologists with the basics needed to get started with stuttering intervention. The importance of acceptance of stuttering is discussed, and service recommendations, including treatment protocols and specific activities, are described for preschool-aged, school-aged, and adult clients.
10
https://www.speechpathology.com/slp-ceus/course/eating-again-after-extubation-case-10582
Eating Again After Extubation: A Case Study
Key factors related to respiratory failure and oral intubation, including levels of respiratory support and effects of intubation on the larynx and swallow, are reviewed in this course. A decision-making framework for creating evidence-based, individualized plans of care is described within the context of a case study.
auditory, textual, visual
Eating Again After Extubation: A Case Study
Presented by George Barnes, MS, CCC-SLP
Course: #10582Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
Key factors related to respiratory failure and oral intubation, including levels of respiratory support and effects of intubation on the larynx and swallow, are reviewed in this course. A decision-making framework for creating evidence-based, individualized plans of care is described within the context of a case study.