CEU Courses Text for SLPs

This is Part 1 of a two-part series. This course will review the science of decision-making and how factors such as bias, cognitive dissonance, willful blindness, and “group think” may have an adverse influence on our ability to make thoughtful, well-informed decisions, including ethical decisions. Strategies that can minimize the influence of these factors and create more positive, achievable outcomes will be discussed.

Sensory integration and processing is foundational to human development, engagement and relationships. This course will discuss theories of sensory processing function and dysfunction, potential impact on communication skills, and considerations for SLPs' therapeutic practice.

This course will present research regarding the current assessment practices of school-based speech-language pathologists, as well as providing evidence-based recommendations for optimizing assessment. In addition, the complexities of child language diagnoses will be discussed.

This course will discuss the impact of cognitive deficits on patient outcomes, review relevant research, and provide a clinical model for selecting, developing, personalizing, and implementing external cognitive aids for individuals with acquired neurological deficits. Differences in aids across the severity spectrum of cognitive deficits and for individuals with varying diagnoses will be discussed.

This Research Watch Report focuses on some of the most current research in telepractice assessment and intervention with people with aphasia (PWA). Three research articles are summarized, including a discussion of the rationale, methodology and results of each, and potential clinical applications of the evidence are described.

This course will provide strategies and resources for delivering evidence-based services for people living with moderate to severe aphasia. The Life Participation Approach to Aphasia will be used to set the stage for collaborative goal setting and development of intervention - including communication partner training - targeting personally meaningful outcomes.

While embedded intervention is logically appealing and commonly accepted as a recommended practice, implementation often lacks the intentionality and sufficiency necessary to facilitate child progress and caregiver confidence. This course will highlight both intervention and implementation strategies to increase dosage and generalization of learning for young children. This course is presented in partnership with the American Board of Child Language and Language Disorders (ABCLLD).

This 2-part series is geared to public school SLPs who serve English Learners with potential language impairment. Part 1 describes research-based, practical strategies, such as gathering thorough case histories and utilizing universal indicators of language impairment, as part of a comprehensive pre-assessment process designed to help SLPs differentiate between language impairment and language difference in English learners with environmental challenges such as poverty, limited schooling experience, and lack of home literacy experience.

This 2-part series is geared to public school SLPs who serve English Learners with potential language impairment. Part 2 will describe components and implementation strategies for Response to Intervention (RtI), as one part of a pre-assessment process designed to help SLPs differentiate between language impairment and language difference in English learners with environmental challenges, such as poverty, limited schooling experience, and lack of home literacy experience.

This is Part 1 of a two-part series. Adults receiving cochlear implants require aural rehabilitation, though it is not always recommended as frequently as it is for children. This course will examine areas of concern and indications for aural rehabilitation for adults, and will discuss the assessment process for adults.