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School Based SLP Collection CEU Courses for SLPs

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Standardized Assessment Limitations: Part Two
Presented by Angie Neal, MS, CCC-SLP
Live WebinarTue, Aug 30, 2022 at 3:00 pm EDT
Course: #10258Level: Intermediate1.5 Hours
This is Part 2 of a two-part series. This course discusses evidence-based options for assessment that can be used as alternatives to standardized assessments, in order to determine the presence of a disability under the Individuals with Disabilities Education Act (IDEA). Methods of collecting and using assessment data to write effective treatment goals are also described.

Traditional or Modified Cycles Approach? Expediting Intelligibility for Children with Highly Unintelligible Speech
Presented by Raul F. Prezas, PhD, CCC-SLP, PNAP
Video
Course: #10150Level: Intermediate1.5 Hours
This course provides an overview of the Cycles Phonological Remediation Approach for children with highly unintelligible speech. Discussion includes selection of optimal phonological patterns and targets, implementation and consideration of both a traditional and modified Cycles Approach, and group therapy strategies.

20Q: Dynamics of School-Based Speech and Language Therapy Variables
Presented by Kelly Farquharson, PhD, CCC-SLP, Anne Reed, MS, CCC-SLP
Text
Course: #10002Level: Advanced1 Hour
This course reviews dynamics of speech and language therapy variables such as session frequency, intervention intensity, and dosage, and how these are impacted by different service delivery models. It discusses how therapy outcomes are related to therapy quality, IEP goals, and SLP-level variables such as job satisfaction and caseload size.

Video Modeling: A Powerful Teaching Tool for Students with Multiple Disabilities
Presented by Teresa Farnham, MA, CCC-SLP
Video
Course: #9885Level: Introductory1 Hour
Students who have multiple disabilities often have difficulty with pragmatic language, especially for workforce preparation. The ability to self-monitor interactions as they happen is essential for success in various community settings but is difficult to teach. This webinar discusses using storyboards and real-time video as tools to model social language and behavior, and to develop self-monitoring skills.

School-based Response to Intervention Strategies for Minor Speech Sound Disorders
Presented by Teresa Farnham, MA, CCC-SLP
Video
Course: #9867Level: Intermediate1 Hour
This course discusses systematic, effective ways to reduce speech sound errors within a Response to Intervention (RtI) framework. It provides strategies for deciding whether, and at what level, to enroll a child in speech treatment, and for supporting phonologic learning and monitoring progress in the general education setting. A successful three-tiered model of intervention at the elementary school level is also presented.

Eligibility Considerations Under IDEA and Section 504
Presented by Lissa Power-deFur, PhD, CCC-SLP
VideoAudioText
Course: #9884Level: Intermediate1.5 Hours
This course discusses the Individuals with Disabilities Education Act (IDEA) and Section 504 requirements for determining eligibility for services, as contrasted with clinical identification of a communication disorder. It addresses the disproportionate identification of certain racial-ethnic groups as eligible for special education, as well as recent recommendations from the U.S. Department of Education regarding students with long-term Covid.

Supporting Literacy Development through Robust Language Intervention for Students who Use AAC
Presented by Carole Zangari, PhD, CCC-SLP, BCS-CL
Video
Course: #97891 Hour
This is Part 4 of the 5-part series, Applying the Science of Reading, Writing, and Oral Language for Students Who Use AAC. Improving the linguistic foundation of students who use AAC supports the development of strong literacy skills. Key intervention strategies and guidelines for robust language intervention for AAC users are discussed along with examples demonstrating their application to various language skills.

“Spelling” It Out for Students Who Use AAC: Applying Evidence-Based Practices
Presented by Jillian McCarthy, PhD, CCC-SLP
Video
Course: #9788Level: Advanced1 Hour
This is Part 3 of the 5-part series, Applying the Science of Reading, Writing, and Oral Language for Students Who Use AAC. The ability to spell opens academic, social, and employment doors for children with complex communication needs (CCN) who use or benefit from augmentative-alternative communication (AAC). This course discusses evidence-based assessment and intervention ideas to help students with CCN who use AAC become “spellers,” and broaden their overall communication skills.

20Q: Flexible Scheduling in the School Setting: Evidence-based options
Presented by Beth Byers, MS, CCC-SLP, Monica L. Bellon-Harn, PhD, CCC-SLP
Text
Course: #9781Level: Intermediate1 Hour
This 20Q discusses the evidence supporting shorter, more frequent treatment sessions for mild-moderate speech sound disorders in the school setting. Treatment intensity factors related to this delivery model are reviewed as well as implementation suggestions.

Children with Trauma Histories: Assessment, Intervention, and Advocacy
Presented by Yvette D. Hyter, PhD, CCC-SLP, ASHA Fellow
Video
Course: #9738Level: Advanced1.5 Hours
This is Part 2 of a two-part series. This course features assessment protocols for determining language abilities of children with trauma histories and evidence-based, trauma-informed intervention strategies. It discusses the responsibility of trauma-informed speech, language and hearing professionals to advocate for children who have experienced trauma.

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