School Intervention And Collaboration In Schools CEU Courses for SLPs

The ways in which cultural and linguistic diversity impacts service delivery for stuttering in children are discussed in this course. A review of the research on this topic is provided, along with a discussion of how diversity affects the presentation of stuttering, and best practices for providing a culturally-responsive stuttering assessment for children.

Key processes in literacy development and tools for differentiating between typical and disordered written language are described in this course. In addition, brief descriptions of suggested intervention strategies and references to related resources are provided for further exploration.

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.

Due to speech-language pathologist shortages and more diverse caseloads, monolingual SLPs are increasingly being asked to serve multilingual pediatric populations. Practical resources for conducting a comprehensive evaluation and use of the resulting information to differentiate communication differences and disorders are described in this course. Common questions and challenges, such as use of interpreters, are also discussed.

This is Part 1 of a two-part series. Specific features of assessment tools that facilitate accurate identification of disability, the limitations of standardized assessments for this purpose, and implications for determining eligibility under the Individuals with Disabilities Education Act (IDEA) are described in this course.

This course discusses Developmental Language Disorder (DLD) in English Learners (EL). Specific, research-based strategies are provided for developing academic vocabulary skills and phonological awareness skills in this group of students.

Guided by the 6 Principles of Culturally Responsive Practice (Verdon, 2015), this course describes the latest research on supporting multilingual and multicultural children with communication disorders. Examples of this framework in action around the world are presented, and opportunities for reflection and planning of SLPs’ own culturally responsive practice are provided.

This is Part 3 of a four-part series. Developmental Language Disorder (DLD) and attention deficit hyperactivity disorder (ADHD) represent relatively common neurodevelopmental disorders that may also frequently co-occur. This course surveys the evidence supporting differing accounts of relationships between DLD and ADHD symptoms, including the impact of ADHD on different language measures. Barriers to developing clinical markers for DLD are also discussed.

This course helps school-based SLPs look at their caseloads through the lens of eligibility under the requirements of the Individuals with Disabilities Education Act (IDEA). It discusses factors impacting caseload, the consequences of inappropriate identification, and potential solutions to high caseloads.

This Fast Class demonstrates methods and techniques for targeting language skills within larger literacy-based units, in both in-person and telehealth settings. Specific language skills discussed include narrative retell, grammar and syntax, and vocabulary development.