0.3 Free CEUs- Articulation Training Using the SATPAC Approach

/r/ and /s/ Remediation using the SATPAC (Systematic Articulation Training Program Accessing Computers) Approach

Course Overview

Articulation target sounds are established, generalized and transferred-all with the aid of lists within this program which can easily be created and printed for individual usage.
Systematic.
Individualized-sounds not in student’s repertoire could be excluded. Portable.
Appropriate for English language learners.
Used with facilitating contexts for rapid transfer to real speech.
Appropriate for all ages.
Easy to document progress.
Highly motivational. Facilitating to produce many rapid responses in a short therapy session.

0.3 Free ASHA CEUs for Speech Therapists

Introduction to Oropharyngeal Dysphagia

Intro to Oropharyngeal Dysphagia and its Prevalence- This course begins with a review of the primary factors that designate dysphagia as a serious threat to the geriatric population. Specifically, it provides detailed information relating to the actual definition of dysphagia, the best calculated prevalence rates and a thoughtful description of the social and economic burden that it imposes on patients, families and caregivers. The next session provides a detailed summary of the challenges that are involved in carrying over clinical research outcomes into daily clinical practice. Barriers to knowledge translation impact all members of the healthcare continuum and ultimately limit patient access to novel and exciting clinical breakthroughs. Clinical practice guidelines can help develop an enhanced pathway towards knowledge translation. The course concludes with a review of factors that elevate overall risk of nosocomial aspiration-related pneumonias. Specific description of dysphagia as well as a strong emphasis on oral bacteria as precursors for development of this condition. Define and describe dysphagia and the commonalities that exist in terms of the impact that it plays on affected populations. Speak to challenges that exist in developing and implementing results from sound dysphagia research. Discuss the relationship that exists between dysphagia and aspiration in medically fragile patients. 0.1  Free ASHA CEUs for Speech Therapists

 

Zika In America

Zika in America: What Do Healthcare Professionals Need to Know?- While the Zika virus may have been discovered more than 60 years ago, why are we seeing outbreaks now? What is the history of the Zika virus, and what has been happening for the last half a century? Do you know how to identify the signs and symptoms of the virus? How can the healthcare team work together to combat/screen/treat Zika? Become informed and able to educate your patients and colleagues on the current knowledge about Zika. Implement appropriate interprofessional, team-based care of the suspected Zika virus-infected patient. Explain to pregnant women and those trying to become pregnant the specific considerations regarding Zika. Describe the modes of transmission, incubation period, signs and symptoms of a possible Zika case. Discuss methods of prevention

0.1  Free CEUs for Speech Therapists

Free until 2/4/17

Gannett Education

Four Free ASHA Case Studies: 0.2 Free CEUs

Four Free Case Studies Programs by ASHA Professional Development

1. Using Written Language Assessment and Intervention to Yield Powerful Payoffs
2. Using Coaching Strategies to Engage With Families in an Early Intervention Context
3. Deriving Clinical Meaning From a Medical Chart Review
4. Stuttering: Treatment Strategies for Affective and Behavioral Roadblocks

0.2 Free ASHA CEUs total 

Free until 9/30/16

Competency in Augmentative Alternative Communication

Strategic Competency in AAC- We will briefly discuss the four areas of communicative competencies (Linguistic, Operational, Social and Strategic). We will take a closer look at Strategic Competency and introduce a framework to identify needs in this area as well as goals to target these needs at different areas. We will explore vocabulary for targeting strategic skills and review planning tools to implement with clients/students. Explain at least two benefits of addressing strategic competence for an individual using AAC. Identify 1-2 strategic competency goals for an AAC user at the Emergent, Context-Dependent and Independent communication ability levels. Describe the types of vocabulary that would target strategic competency in a communication device.

0.1 Free CEUs for Speech Therapists

Expires 2/5/17

Central Auditory Processing Disorder- Tips for Diagnosing

Tips for the Differential Diagnosis of Central Auditory Processing Disorder (CAPD) When examining scores on central auditory processing tests, the examiner looks for patterns across the test battery to make a diagnosis. Often, the pattern is very clear and indicates a specific primary type of central auditory processing disorder (CAPD). But sometimes the pattern isn’t so clear, and we risk over- or underinterpreting the data, leading to misdiagnosis and ineffective intervention. In this course, Jeanane Ferre will discuss case studies to illustrate when data supports a diagnosis of a specific CAPD and when it does not. You’ll walk away with greater confidence in diagnostic decision making. Use the central auditory processing test battery to rule in or out a specific primary CAPD. Identify test results suggesting secondary (nonauditory) processing issues.

0.05  Free ASHA CEUs for Speech Therapists

Expires 5/31/16

Treatment Strategies for English Language Learners with Language Impairments

Practical Assessment and Treatment Strategies for English Language Learners (ELLs) With Language Impairments- Many SLPs face the challenge of assessing and evaluating English language learners (ELLs) whose primary language they do not know in order to ascertain whether students are manifesting a language difference or a language impairment. There are no formal tests to administer to ELLs who speak a language such as Vietnamese, Tagalog, or Russian, but SLPs must find a way to evaluate the student in a legal, nonbiased manner. -In this session, Celeste Roseberry-McKibbin provides practical tools that SLPs can use with ELLs ages 3-18 from any language background. The course also touches on intervention, specifically language of intervention and practical strategies for increasing the vocabulary skills of ELLs with language impairments use a specific questionnaire to interview the parent of an ELL with a potential language impairment use practical tools (handouts) to evaluate the language skills of an ELL from any language background explain why bilingual intervention is ideal for an ELL with a language impairment

0.05  Free CEUs for Speech Therapists

Expires 4/30/16

Patient-Centered Care

Person-Centered Care: A Foundation for Audiology Practice- Throughout health care environments, patient-centered care is being emphasized as a critical component of the provision of services. Because traditional approaches to aural (or audiologic) rehabilitation – such as speech-reading and auditory training – can be difficult to implement or audiologists feel unprepared to offer them, patient-centered care can be a solid foundation for intervention and treatment for individuals with hearing loss. In this session, Joseph Montano reviews the current state of rehabilitative audiology with an emphasis on counseling, patient motivation, and communication environments in a patient-centered framework. Describe the differences between the biomedical and biopsychosocial service delivery models. Explain what person-centered care/empathy is in a professional setting and why it is important. Use person-centered methods to gain an understanding of the patient’s perspective and find ways to integrate it into the clinic.

0.05 Free ASHA CEUs for Speech Therapists 

Free until  3/31/16

Teaching More Effective Communication Skills In Students with ASD

Turning Problem Behavior Into Effective Communication- All behavior is learned, and most behavior is communicative. Many learners with autism spectrum disorder (ASD) have difficulty communicating basic and complex needs, which often results in inappropriate behavior to convey messages. Professionals can support students with ASD by examining contextual features of inappropriate behavior in order to understand its message and then teaching students how to use more effective and efficient communication skills instead. While seemingly straightforward, this functional approach to improving communication skills requires careful consideration of several critical factors. Identify the reasons behind problem behavior in students with ASD. Select communication skills to teach to replace problem behaviors. Design interventions to improve functional communication of learners with ASD.

0.05  Free ASHA CEUs for Speech Therapists

Expires 2/29/16

Conflict Resolution in the Workplace

Conflict Resolution: Bridges Across Impasse- Practical ways to resolve conflict in Individualized Education Plan (IEP) meetings. Recognize the high probability of success even when frustration and disagreement are present. Distinguish true impasse from the perception of impasse. Utilize a list of specific interventions to assist in moving through impasse. Respond collaboratively to strong feelings. Maintain positive working relationships.

  0.1 Free CEUs for Speech Therapists

Elementary School Language Expectations: Common Core Standards

Response To Intervention (RTI) for Vocabulary, Grammar and Narratives with Language Lab- Describe the language form and content expectations for grades K-4 and how those relate to the Common Core State Standards. Explain the differences between oral and literate language and how to use narratives to transition from oral to literate language. Identify students who would be appropriate for the Language Lab RTI program for oral language. Plan and perform a storytelling lesson for the use in an RTI model.

0.1  Free CEUs for Speech Therapists

Expires 2/18/16 

Articulation Training Program Accessing Computers

System Articulation Training Program Accessing Computers (SATPAC)- Learn details of SATPAC articulation software/online program incorporating facilitating contexts, coarticulation, and natural prosody at a conversational rate with numerous repetitions of the target sound to quickly remediate deficits. Target sounds are established, practiced and transferred. In the Establishment and Practice phases, nonwords are used.  In the Generalization/Transfer Phase, real phrases and sentences are used that move the student systematically to normal conversational competence.

0.3 Free CEUs for Speech Therapists