ASHA-required courses

Available on March 15, 2025

Available on March 15, 2025

Available on March 15, 2025

Assessment

0.2 ASHA CEUs; Elena Plante, PhD, CCC-SLP

A recent publication noted that practicing speech-language pathologists strongly associated evidence-based practice with treatment, but not with assessment.  This may be, in part, with an implicit belief that published tests have something of a privileged status.  Moreover, many clinicians feel ill prepared to navigate test manuals to determine if the evidence is available to support their clinical needs.  In this presentation, we seek to equip clinicians with the skills needed for evidence-based diagnostics.  The presentation will explode popular myths about standardized testing (e.g., tests themselves are valid or invalid, test bias is avoided if the norms include minority children).  Real cases and examples from tests will be used to illustrate core principles of evidence-based assessment.

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0.1 ASHA CEUs; Adriana Lavi, PhD, CCC-SLP

This presentation reviewed evidence-based strategies of determining the impact of a developmental language disorder (DLD) on educational progress and social interactions using rating scales that analyze real-life authentic observations by teachers and clinicians. This session examined ways to assess real-world challenges faced by individuals with DLD in the school setting and their adverse educational and social impact.

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0.1 ASHA CEUs; Adriana Lavi, PhD, CCC-SLP

This presentation reviewed evidence-based strategies of determining the impact of speech disorders on educational progress and social interactions using rating scales that analyze real-life authentic observations by teachers and clinicians. This session examined ways to assess real-world challenges faced by individuals with speech disorders in the school setting and their adverse educational and social impact.

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0.1 ASHA CEUs; Adriana Lavi, PhD, CCC-SLP

This presentation offered a viable and validated solution to remote assessment of social communication: a video-based technique that elicits responses through a set of video-based role plays of real-life situations as well as a survey that analyzes adverse educational and social impact. This is a strengths-based method that is sensitive to the higher level pragmatic skills, such as understanding of and expression of affective language, perspective taking, social-emotional and interoceptive awareness, self-advocacy, motivation and reflective self-awareness that can provide tailored assistance in fostering a positive autistic identity. This approach has been validated for telepractice.

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0.2 ASHA CEUs; Wendy Aguilar, MS, CCC-SLP

This session explained specific assessment techniques of stuttering and discussed the effectiveness of addressing the emotional/cognitive aspects of stuttering in school aged children using a video-based therapy approach. This comprehensive video-based approach consists of 9 sub-categories designed to explore and address the emotional/cognitive aspects of stuttering and empower children who stutter to be resilient in the face of stuttering.

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0.2 ASHA CEUs; Carol Westby, PhD, CCC-SLP

Speech language pathologists are to employ the World Health Association’s International Classification of Functioning (ICF) in assessment and intervention. Using the ICF framework, SLPs assess children’s capacity (ability) to perform tasks in structured contexts and their participation (performance) of these skills in naturalistic contexts with others. By assessing play skills and language/social-emotional skills in play, SLPs are able to evaluate the skills children need for interaction and the ways and degree to which children use these skills in naturalistic contexts with others.

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0.2 ASHA CEUs; Elizabeth Peña, Ph.D, CCC-SLP

In the U.S. one in five children has exposure to another language in their home or community. As such, patterns of language acquisition can be highly variable. An educational challenge in this population how to distinguish between typical and atypical performance in L1 and L2 use. Comparison to of bilingual children’s language to monolinguals may contribute to high rates of misidentification of developmental language delay. On the other hand, assumptions of a “normal” bilingual delay may contribute to documented delays in identification and intervention.

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0.2 ASHA CEU; Carol Westby, PhD, CCC-SLP

Given the role of Theory of Mind (ToM) in social and academic functioning in children with language impairments, hearing loss, or autism and the recent rapid increase in our understanding of the neurological and environmental factors that contribute to ToM, it is important that and speech-language pathologists recognize delays and deficits in ToM and have strategies for assessing and developing ToM in persons they serve.

This presentation will (a) review current research documenting neural bases for emotional understanding and theory of mind and (b) describe the developmental stages of theory of mind from infancy through adolescence.. Participants will be able to evaluate infants'/toddlers, preschool, and school-age children's level of ToM and provide justification for targeting ToM in intervention.

IEP related issues

0.2 ASHA CEUs; Elena Plante, PhD, CCC-SLP

Eligibility criteria for school-based services are dictated by the Individuals with Disabilities Education Improvement Act (IDEA). The mandates of the IDEA then get translated through several levels of administration before being operationalized into a set of eligibility criteria used by local school districts. These translations can have the effect of the “telephone” game in which the message shifts with each translation between the law and the school district. As a result, clinicians are often asked to use practices that do not reflect evidence-based practice and have a dubious relationship to the law itself. This presentation reviews what the law requires by looking at the actual wording of the law and linking this to best practices in diagnostics.

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0.1 ASHA CEUs; Glendora Tremper, PhD, CCC-SLP

This training will highlight the components of a legally defensible report and use caselaw to provide guidance on how to change report writing practices to make reports more useful and defensible.

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Telepractice

0.1 ASHA CEUs; Adriana Lavi, PhD, CCC-SLP

This presentation offered a viable and validated solution to remote assessment of social communication: a video-based technique that elicits responses through a set of video-based role plays of real-life situations as well as a survey that analyzes adverse educational and social impact. This is a strengths-based method that is sensitive to the higher level pragmatic skills, such as understanding of and expression of affective language, perspective taking, social-emotional and interoceptive awareness, self-advocacy, motivation and reflective self-awareness that can provide tailored assistance in fostering a positive autistic identity. This approach has been validated for telepractice.

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0.2 ASHA CEUs; Kathy Beatty, MA, CCC-SLP

The success of the teletherapy session is closely connected to the ability of the clinician and student and/or parent/helper to communicate effectively in a virtual environment.

Of the many questions that clinicians have asked, the one question that keeps coming up is: How do we serve our students that have limited engagement, complex needs, behavior issues, etc? The answer is that we need a new model of services that truly supports the whole student and their families. Clinicians need this critical information now in order to provide effective teletherapy services.

 

0.2 ASHA CEUs; DeAnna Mercier Glass, M.Ed, BCBA

Challenging behavior can be disruptive to critical treatments including speech therapy. Now with many speech sessions occurring remotely, having a foundational understanding of problem behavior, why they occur, and why they persist, is of great importance. In addition, having a toolkit of evidence-based prevention, prompting, and reinforcement strategies can assist with making online speech sessions engaging, successful, and fun.

This presentation outlines ways to prevent and manage problem behaviors so that speech sessions will be optimally productive and fun. Participants will learn about the basic functions of behavior, ways to prevent problems before they occur, and how to maximize learning time in sessions while using evidence-based interventions. Participants will learn how to implement specific strategies throughout online sessions for best outcomes.

0.5 ASHA CEUs; Jillian Yudin, MA, CCC-SLP, AT specialist

This session addressed strategies to increase engagement and participation using Technology to maximize students’ progress on goals. Participants learned about new types of technology to utilize during their teletherapy sessions and to create interactive sessions to increase engagement.

Autism

0.2 ASHA CEU; Tiffany Waddington, MS, CCC-SLP

This is session presented a strengths-based approach to intervention that focuses on social-emotional and interoceptive awareness, self-advocacy, motivation and reflective self-awareness using video -modeling strategies that can provide tailored assistance in fostering a positive autistic identity. Additionally, this session addressed neurodiversity- affirming strategies.

0.2 ASHA CEU; Carol Westby, PhD, CCC-SLP

Given the role of Theory of Mind (ToM) in social and academic functioning in children with language impairments, hearing loss, or autism and the recent rapid increase in our understanding of the neurological and environmental factors that contribute to ToM, it is important that and speech-language pathologists recognize delays and deficits in ToM and have strategies for assessing and developing ToM in persons they serve.

This presentation will (a) review current research documenting neural bases for emotional understanding and theory of mind and (b) describe the developmental stages of theory of mind from infancy through adolescence.. Participants will be able to evaluate infants'/toddlers, preschool, and school-age children's level of ToM and provide justification for targeting ToM in intervention.

0.1 ASHA CEU; Adriana Lavi, PhD, CCC-SLP

This is session presented a strengths-based approach to intervention that focuses on social-emotional and interoceptive awareness, self-advocacy, motivation and reflective self-awareness using video -modeling strategies that can provide tailored assistance in fostering a positive autistic identity. Additionally, this session addressed neurodiversity- affirming strategies such as student strength surveys, interest based self-rating checklists and goal-writing suggestions.

Stuttering

0.2 ASHA CEUs; Wendy Aguilar, MS, CCC-SLP

This session explained specific assessment techniques of stuttering and discussed the effectiveness of addressing the emotional/cognitive aspects of stuttering in school aged children using a video-based therapy approach. This comprehensive video-based approach consists of 9 sub-categories designed to explore and address the emotional/cognitive aspects of stuttering and empower children who stutter to be resilient in the face of stuttering.

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Cleft Lip/Palate

0.2 ASHA CEUs; Glendora Tremper, PhD, CCC-SLP

This session explained specific treatment techniques of common compensatory errors in children with cleft lip and palate and the role of oral motor exercises

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