State Requirement Info
Searching all 141 courses
1
https://www.speechpathology.com/slp-ceus/course/reading-comprehension-and-slp-contributions-10764
Reading Comprehension and the SLP: Contributions of Language
This is Part 2 of a two-part series. The connections between reading comprehension and areas of language such as vocabulary, morphosyntax and social communication are described in this course. Implications for intervention/instruction and collaboration with educators are also discussed.
auditory, textual, visual
Reading Comprehension and the SLP: Contributions of Language
Presented by Angie Neal, MS, CCC-SLP
Course: #10764Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This is Part 2 of a two-part series. The connections between reading comprehension and areas of language such as vocabulary, morphosyntax and social communication are described in this course. Implications for intervention/instruction and collaboration with educators are also discussed.
2
https://www.speechpathology.com/slp-ceus/course/reading-comprehension-and-slp-foundational-10763
Reading Comprehension and the SLP: Foundational Understanding
This is Part 1 of a two-part series. This course provides SLPs with foundational knowledge needed to directly address and collaboratively support reading comprehension across all grade levels. Models of language and reading comprehension, comprehension processes vs. products, instruction in comprehension skills vs. strategies, factors in reading comprehension difficulties, and connections to general education are discussed.
auditory, textual, visual
Reading Comprehension and the SLP: Foundational Understanding
Presented by Angie Neal, MS, CCC-SLP
Course: #10763Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This is Part 1 of a two-part series. This course provides SLPs with foundational knowledge needed to directly address and collaboratively support reading comprehension across all grade levels. Models of language and reading comprehension, comprehension processes vs. products, instruction in comprehension skills vs. strategies, factors in reading comprehension difficulties, and connections to general education are discussed.
3
https://www.speechpathology.com/slp-ceus/course/executive-functioning-beyond-the-basics-10765
Executive Functioning: Beyond the Basics for School-based SLPs
This course builds on course 10193, “Executive Functioning: Intervention Principles and Strategies for School-Based SLPs,” and extends participants' knowledge base to encompass more advanced concepts and approaches for scaffolding executive function (EF). Specifically, behaviors that signal a need for intervention and strategies that target social and academic impacts of EF difficulties are described.
auditory, textual, visual
Executive Functioning: Beyond the Basics for School-based SLPs
Presented by Victoria Bondurant, MS, CCC-SLP, Joseph Walsh, MS, MEd, CCC-SLP
Course: #10765Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This course builds on course 10193, “Executive Functioning: Intervention Principles and Strategies for School-Based SLPs,” and extends participants' knowledge base to encompass more advanced concepts and approaches for scaffolding executive function (EF). Specifically, behaviors that signal a need for intervention and strategies that target social and academic impacts of EF difficulties are described.
4
https://www.speechpathology.com/slp-ceus/course/executive-functioning-for-school-age-10751
Executive Functioning for School-Age Children: It's More Than Being Organized, Part 2
This is Part 2 of a two-part series. Implementation frameworks and team service delivery models that support K-12 students with executive functioning challenges are described. Strategies that build self-talk, time perception, and strategic planning for multi-step tasks are also discussed.
auditory, textual, visual
Executive Functioning for School-Age Children: It's More Than Being Organized, Part 2
Presented by Karen Dudek-Brannan, EdD, MS, CCC-SLP
Course: #10751Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This is Part 2 of a two-part series. Implementation frameworks and team service delivery models that support K-12 students with executive functioning challenges are described. Strategies that build self-talk, time perception, and strategic planning for multi-step tasks are also discussed.
5
https://www.speechpathology.com/slp-ceus/course/executive-functioning-creating-interdisciplinary-assessment-10743
Executive Functioning: Creating Interdisciplinary Assessment and Treatment Plans
Using a case study format, this course describes how to develop interdisciplinary assessment and treatment plans for children preschool-age through young adults with executive functioning difficulties. The evidence-based strategies that are presented focus on integrating information from speech-language pathology, psychology, and special education professions.
auditory, textual, visual
Executive Functioning: Creating Interdisciplinary Assessment and Treatment Plans
Presented by Katrina Fulcher-Rood, PhD, CCC-SLP, Pamela Schuetze, PhD, Kathy Doody, PhD
Course: #10743Level: Intermediate1.5 Hours
ASHA/0.15 Intermediate, Professional; IACET/0.2; Kansas LTS-S1370/1.5; SAC/1.5
Using a case study format, this course describes how to develop interdisciplinary assessment and treatment plans for children preschool-age through young adults with executive functioning difficulties. The evidence-based strategies that are presented focus on integrating information from speech-language pathology, psychology, and special education professions.
6
https://www.speechpathology.com/slp-ceus/course/developmental-trauma-coping-framework-for-10783
Developmental Trauma: The COPING Framework for Differential Diagnosis and Treatment
Developmental trauma and its overlapping and differentiating diagnostic criteria are described in this course. A profile that helps identify dysregulated behaviors and select appropriate strategies is shared. Suggestions for training families, educators, and other professionals are also provided.
auditory, textual, visual
Developmental Trauma: The COPING Framework for Differential Diagnosis and Treatment
Presented by Trina Becker, MS, CCC-SLP, Beth Bergstrom, MS, CCC-SLP
Course: #10783Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
Developmental trauma and its overlapping and differentiating diagnostic criteria are described in this course. A profile that helps identify dysregulated behaviors and select appropriate strategies is shared. Suggestions for training families, educators, and other professionals are also provided.
7
https://www.speechpathology.com/slp-ceus/course/executive-functioning-for-school-age-10740
Executive Functioning for School-Age Children: It's More Than Being Organized, Part 1
This is Part 1 of a two-part series. External symptoms and internal mental processes associated with executive functioning challenges are described in this course. Skill areas that can assist intervention planning, obstacles that multidisciplinary teams may face, and common barriers to generalization associated with current service delivery models are discussed.
auditory, textual, visual
Executive Functioning for School-Age Children: It's More Than Being Organized, Part 1
Presented by Karen Dudek-Brannan, EdD, MS, CCC-SLP
Course: #10740Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This is Part 1 of a two-part series. External symptoms and internal mental processes associated with executive functioning challenges are described in this course. Skill areas that can assist intervention planning, obstacles that multidisciplinary teams may face, and common barriers to generalization associated with current service delivery models are discussed.
8
https://www.speechpathology.com/slp-ceus/course/using-interprofessional-practice-in-schools-10728
Using Interprofessional Practice in Schools to Support Literacy
The benefits of interprofessional practice (IPP) in educational settings and ways to implement IPP to support phonemic awareness are discussed in this course. An IPP team comprised of a school-based SLP and a special education teacher describe how they co-teach a classroom shared book reading activity that includes articulatory placement and explicit vocabulary instruction.
auditory, textual, visual
Using Interprofessional Practice in Schools to Support Literacy
Presented by Robyn Becker, SLP.D, CCC-SLP, Lauryn Peterson, MEd
Course: #10728Level: 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 phonemic awareness are discussed in this course. An IPP team comprised of a school-based SLP and a special education teacher describe how they co-teach a classroom shared book reading activity that includes articulatory placement and explicit vocabulary instruction.
9
https://www.speechpathology.com/slp-ceus/course/putting-pieces-together-goals-that-10726
Putting the Pieces Together: Goals that Give Real Direction to Therapy
Goal writing for individualized education programs (IEPs) is challenging, yet having focused, real-world goals is essential to provide direction for therapy. This course describes guiding principles for writing and implementing measurable, meaningful goals that allow room for clinical judgment within a session and address academic needs. Progress monitoring and therapy planning strategies are also discussed.
auditory, textual, visual
Putting the Pieces Together: Goals that Give Real Direction to Therapy
Presented by Teresa Farnham, MA, CCC-SLP
Course: #10726Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
Goal writing for individualized education programs (IEPs) is challenging, yet having focused, real-world goals is essential to provide direction for therapy. This course describes guiding principles for writing and implementing measurable, meaningful goals that allow room for clinical judgment within a session and address academic needs. Progress monitoring and therapy planning strategies are also discussed.
10
https://www.speechpathology.com/slp-ceus/course/phonological-intervention-for-multilingual-children-10717
Phonological Intervention for Multilingual Children: Expanding the Cycles Approach
Implementation of a Cycles pattern-oriented approach for multilingual children with highly unintelligible speech is described in this course. Topics include: speech-sound intervention practices for Spanish-English speakers and speakers of other languages, including recommendations for monolingual clinicians; target selection; and strategies for working with families.
auditory, textual, visual
Phonological Intervention for Multilingual Children: Expanding the Cycles Approach
Presented by Raul F. Prezas, PhD, CCC-SLP, PNAP
Course: #10717Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
Implementation of a Cycles pattern-oriented approach for multilingual children with highly unintelligible speech is described in this course. Topics include: speech-sound intervention practices for Spanish-English speakers and speakers of other languages, including recommendations for monolingual clinicians; target selection; and strategies for working with families.