School Intervention And Collaboration In Schools CEU Courses for SLPs

Spelling is a language-based skill that falls under the scope of a speech-language pathologist (SLP); however, most SLPs lack confidence to assess spelling. How to identify the linguistic features of morphology, phonology, etymology, and orthography in a student’s writing sample and create goals to address the linguistic defects that negatively impact spelling are described in this course.

Have you told your students to just memorize words like “one,” “two,” and “does”? In addition to phonology, would you like to be able to explain the linguistic influences of morphology, orthography, and etymology on spelling patterns? This course describes how to help students investigate words so that spelling makes sense.

This is Part 2 of a two-part course. How to identify the impact of semantic reasoning on word retrieval and independent word-learning is discussed in this course. How to develop an intervention plan for language and executive functioning intervention is also described.

Adolescents often face social-emotional challenges such as managing peer pressure, identity development, and heightened anxiety. How these challenges impact communication, relationships, and daily functioning are discussed in this course. Collaboration opportunities and strategies to support teens in navigating emotional regulation, self-awareness, and effective communication in both academic and personal settings are also described.

Developmental language disorder (DLD) – a neurodiversity that occurs in 10% of the population and that makes learning vocabulary and grammar difficult - is the most commonly co-occurring learning disability associated with dyslexia, a word reading difficulty. DLD and dyslexia are described in this course with a focus on how they are the same and different. Actionable, practice solutions for improving educational outcomes for those with DLD and dyslexia through response to intervention and implementation science are discussed.

This course is designed for those who already have a basic understanding of the linguistic basis of spelling. Participants will transcribe phonemes and phones using the International Phonetic Alphabet (IPA), build awareness that syllable division in written form may obscure the structure and meaning of a word, classify the types of bases, and describe what letters are doing in words when they aren’t representing a sound.

Adolescents possess a unique set of needs as they transition from structured, school-based settings to independent daily life. This course focuses on writing goals for adolescents that embody a transdisciplinary approach and support the transfer of skills to a student’s real-world functioning.

The why and how of vocabulary instruction are provided in this course. The evidence base for the importance of vocabulary instruction (theory) as well as suggestions for vocabulary selection and best practices for instruction are also described.

This is Part 2 of a two-part series. This course describes how to write a good Present Levels of Academic Achievement and Functional Performance (PLAAFP) statement to accurately plan programming for each student. The importance of the PLAAFP statement and its four essential elements are discussed.

This is Part 1 of a two-part series. SLPs should be equipped to handle Individualized Education Programs (IEPs) effectively and without issue. This course reviews the key components and requirements of an IEP. How to prepare for a successful IEP meeting is also described.