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SLP Pediatric Courses

Social Communication in Children with Disabilities

Presented by Bonnie Brinton, Ph.D., CCC-SLP and Martin Fujiki, Ph.D., CCC-SLP

Social Communication in Children with Disabilities

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What is involved in social communication? Social communication involves the integration of a range of abilities that are critical to a child’s social relationships and academic success. Many children with disabilities such as language impairment (LI), social communication disorder (SCD) and autism spectrum disorders (ASD) struggle with aspects of social communication. This course will describe the nature and impact of these social communication problems and suggest assessment approaches to identify difficulties that may be targeted in intervention.

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Using Video Self-Modeling (VSM) as a Therapeutic Tool

Presented by Tom Buggey, PhD

Using Video Self-Modeling (VSM) as a Therapeutic Tool

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How can we best teach a child with autism when their social handicaps make it difficult for them to attend in-vivo instruction? Similarly, how can we teach children who have lost confidence in their ability to learn? This course will teach you how to use video self-modeling (VSM) to help overcome problems of confidence and learned helplessness, while improving attention to the model or instructor. We will explore state-of-the-art video editing software that is user-friendly and allows us to create movies in which the child becomes both model and viewer. We will also look at a few modeling methods that are in the development stages, such as virtual reality and avatar-modeling. Participants who complete the course will learn a research-based method to reach people who need extra encouragement or present special challenges in learning.

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ASD & Reading Comprehension Part 2: Reading Models, Vocabulary, & Main Topic

Presented by Sylvia Diehl, Ph.D., CCC-SLP

ASD & Reading Comprehension Part 2: Reading Models, Vocabulary, & Main Topic

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Part 2: Reading Models and Reading Intervention is the second of three courses. It begins by discussing a popular reading model along with the impact of social cognition when considering reading comprehension in this population. The course then progresses to a case example of a young elementary student and the use of evidence based practice in intervention to address the areas of vocabulary, anaphoric referencing, and identification of the main topic.

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Theory of Mind for Children with Autism Part 1: Assessment & Evaluation

Presented by Tiffany Hutchins, Ph.D. and Patricia A. Prelock, Ph.D., CCC-SLP, BCS-CL

Theory of Mind for Children with Autism Part 1: Assessment & Evaluation

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Theory of mind is often considered one of the core areas of deficit for children with autism spectrum disorders (ASD). Do we have, however, content valid tools that help us understand areas of relative strength and challenge for children with ASD across the many dimensions of theory of mind? This course describes theory of mind and its implications for children with ASD, highlights the challenges in current assessment approaches and offers an innovative approach to theory of mind assessment that is both content valid and easy to use. Further, the presenters link assessment to intervention, demonstrating a profile approach to understanding theory of mind in individual children with ASD. Case examples are presented that link assessment to intervention targets.

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Foundations in Bilingual and Biliterate Learning and Development

Presented by Laura Epstein, Ph.D., CCC-SLP and Betty Yu, Ph.D., CCC-SLP

Foundations in Bilingual and Biliterate Learning and Development

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More than half of the world population is bilingual or multilingual. According to the U.S. Census (2010), approximately a quarter of the U.S. population over the age of five speaks a language other than English at home. Since 1980, the nation’s overall population grew by 34 percent while the percentage of speakers of non-English languages grew by 140 percent. In contrast, fewer than 5 percent of speech-language pathologists in the U.S. speak a language other than English. Children from minority-language backgrounds are disproportionately represented in Special Education and lack access to equitable services to support their needs. What do speech-language pathologists need to understand in order to better support the needs of the bilingual children that they serve? This course will provide an overview of the cognitive, developmental, and cultural foundations of typical bilingual and biliterate acquisition in children. This course is one of three courses on bilingualism. In the next two courses, issues related to assessment and children with communication disabilities are discussed.

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Social Communication: Intervention for Children

Presented by Bonnie Brinton, Ph.D., CCC-SLP and Martin Fujiki, Ph.D., CCC-SLP

Social Communication: Intervention for Children

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What procedures and activities can be used to facilitate social communication in intervention sessions and classrooms? How can progress on social communication goals be monitored? This course will present a number of procedures and activities that can be implemented to highlight various aspects of social communication simultaneously. Activities are designed to reflect authentic social interactional situations for children of different ages and to be practical to implement in clinical and educational settings.

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Language, Literacy, and the SLP

Presented by Shari Robertson, Ph.D., CCC-SLP

Language, Literacy, and the SLP

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The recent emphasis on supporting literacy has created a set of new challenges for speech-language pathologists who work with children. Given that language problems are both a cause and a consequence of reading problems, SLPs are uniquely qualified to design and implement intervention that supports development in both domains. However, it is not uncommon for SLPs to have had no specific preparation related to literacy, creating a sense of uncertainty regarding their role in the development of written language. This course will explore the relationships between language and literacy, identifying the specific knowledge and skills that speech-language pathologists bring to the development of literacy. An overview of the skills identified as critical to reading success, and examples of how these relate to language learning, will also be provided as a guide for SLPS who wish to support both oral and written language development.

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Using Story-Based Interventions to Support Social Cognition in ASD

Presented by Tiffany Hutchins, Ph.D. and Patricia A. Prelock, Ph.D., CCC-SLP, BCS-CL

Using Story-Based Interventions to Support Social Cognition in ASD

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Children with Autism Spectrum Disorders (ASD) have difficulty with the social code when interacting with their communication partners. The question becomes, how might we support social cognition so children with ASD can participate in meaningful social encounters? In this course you will learn about an evidence-based intervention called social stories; these are short stories that break down the social code and scaffold social learning opportunities for children with ASD. Social Stories™ have been rigorously evaluated and have been identified as one of 11 established treatments for ASD by the National Standards Project (2009,2015). Participants will learn how to develop and individualize a social story for a child with ASD to build their social cognition in new and challenging social contexts.

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Framework for Differential Diagnosis of Pediatric Motor Speech Disorders

Presented by Edythe A. Strand, PhD, F-ASHA

Framework for Differential Diagnosis of Pediatric Motor Speech Disorders

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This course with Dr. Edythe Strand provides an overview of rationale, methods, and interpretation of assessment tasks used toward differential diagnosis of children with speech sound disorders. Emphasis is focused on those tasks important to identifying or ruling out pediatric motor speech disorders, childhood apraxia of speech (CAS) or dysarthria. This course will facilitate the clinician’s ability to choose and administer appropriate assessment tasks for individual children, interpret and compare the child’s responses with accepted behavioral characteristics associated with a specific diagnostic label, and use assessment findings to help plan appropriate treatment. Key concepts are illustrated through graphical representations of the mechanisms behind motor speech disorders, and through brief patient videos. Clinicians should take this course in order to increase confidence in their ability to differentially diagnose children with motor speech disorders, especially childhood apraxia of speech.

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Assessment and Differential Diagnosis of Speech Sound Disorders in Children

Presented by Lynn Williams, PhD, CCC-SLP

Assessment and Differential Diagnosis of Speech Sound Disorders in Children

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Speech Sound disorders (SSD) are quite diverse and range in both severity and type of disorder. Given the complexity of SSD, appropriate assessment will have clinical implications for selecting the most appropriate intervention targets and intervention approach. Utilizing an evidence-based practice framework, tests are selected on the basis of the presenting needs, concerns, and characteristics of the child’s speech. Thus, a key outcome of a comprehensive speech assessment is an analysis of the test data and speech samples to identify predominant error patterns, make a differential diagnosis, determine appropriate treatment targets, and design an efficacious intervention plan. It is vital for SLPs to be knowledgeable and experienced in administering every component of a comprehensive assessment. Yet, in the "real world,” it is usually not feasible to carry out all aspects of such an evaluation on every child. Thus, the SLP must also know how to select those components that are most applicable to a given client’s speech profile, sometimes adjusting the choice of assessment tools as the evaluation proceeds and further speech strengths and weaknesses are revealed.

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Developing Speech Goals and Stimuli Based on Articulatory Complexity

Presented by Kathy J. Jakielski, Ph.D., CCC-SLP

Developing Speech Goals and Stimuli Based on Articulatory Complexity

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There are multiple types of speech stimuli that speech-language pathologists can use when working with children with severe speech sound disorder. Stimuli can include speech gestures, syllables, target sounds in words, target sounds in nonsense words, modified words, phrases and sentences. There are advantages and disadvantages of each type of stimuli, and no one type is right for every situation. In this practical course, a new approach for developing word- and phrase-level articulation goals and target stimuli using phonetics-based principles will be explained. Eight hierarchically-ordered speech patterns will be presented, and videotapes of the patterns being used in intervention will be shown. Examples of goals and stimuli for each pattern also will be provided.

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Speech Sound Development: A Late Eight Update

Presented by Ken Bleile, Ph.D., CCC-SLP

Speech Sound Development: A Late Eight Update

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The Late Eight are the consonants acquired last by children learning English as a first language, and are the consonants most likely to challenge children and adults learning English as a non-native language. Over 90% of school clinicians work with students who experience difficulty learning one or more of the late eight. This course addresses current issues arising in treating the late eight, including: Why are the late eight late? Do the late eight belong in school? Should the late eight be treated using an articulation approach? How can students with good speech perception have discrimination problems? Should a clinician treat a stimulable sound? What are good phonetic placement and shaping techniques? What is the most important reason a person improves in treatment?

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ASD Learning Style Profile: People Oriented, Social Modeling and Cues

Presented by Patrick Rydell, EdD, MS

ASD Learning Style Profile: People Oriented, Social Modeling and Cues

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This course will focus on providing intervention strategies to assist parents who have a child with ASD and their professional intervention team prepare the child for school success and avoid the stumbling blocks for success once the child reaches school age. This course will focus on the Learning Style Components: #1 Object vs People Orientation; #2 Learns Through Social Modeling, Demonstration and Rehearsal; and #3 Attaining Social Cues from Multiple Partners. Practical applications of these three LSP components will be discussed.

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Sensory and Brain-Based Learning in Schools

Presented by Lacy Morise, MS, CCC-SLP and Nicole Sergent, MPT

Sensory and Brain-Based Learning in Schools

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The brain and its coordination with the body is a major player in how a young child learns. Despite the medical research that proves this fact, American children are often taught with strategies that do not take this into consideration. The result is a generation of children who are over-stressed, anxious, unhealthy, and ill prepared to succeed in future endeavors. As therapists, we can support parents and educators in closing the gap between what our children need to learn and the most effective ways to teach them, incorporating their physical, social, and emotional needs. At the same time, based on this research, we can strengthen the quality of our own therapy intervention. In this lecture, participants will review understanding of how brain based, movement, and sensory rich learning affects positive outcomes for children (shared in Part 1 of this lecture series) while taking away practical suggestions to support their communities with research proven tactics that enhance education and learning.

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Educationally Relevant Speech-Language Services in Schools

Presented by Kathleen Whitmire, PhD, CCC-SLP (Retired), BCS-CL (Retired), ASHA Fellow

Educationally Relevant Speech-Language Services in Schools

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Speech-language pathologists (SPLs) working in school settings are faced with providing services that meet educational mandates, their professional scope of practice, and the current evidence base. School-based speech-language services that are truly aligned with federal and state educational mandates are a significant departure from a traditional clinical approach to assessment and intervention. This course provides a conceptual framework for integrating these mandates into an effective speech-language program and discusses strategies and tools for successful implementation. It also serves as the springboard for more in-depth exploration of critical issues in the courses offered throughout this track.

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Effective Collaboration for School-Based Speech-Language Pathologists

Presented by Kathleen Whitmire, PhD, CCC-SLP (Retired), BCS-CL (Retired), ASHA Fellow

Effective Collaboration for School-Based Speech-Language Pathologists

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In order to design and implement educationally relevant assessments and interventions, school-based speech-language pathologists (SLPs) must engage in effective collaboration with classroom teachers and other colleagues. However, the complexities of the school setting and the lack of adequate training in collaborative approaches result in a range of challenges and barriers to realizing the potential benefits for students, teachers, and SLPs. This course examines several models of collaboration and when to use them, and provides strategies and tools for successful collaborative interactions.

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Skills for Helping Clients Succeed in Therapy

Presented by J. Scott Yaruss, PhD, CCC-SLP, BCS-F, F-ASHA

Skills for Helping Clients Succeed in Therapy

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Understanding the process of change provides clinicians with a strong foundation for guiding their clients through therapy. Knowing this big picture is not sufficient, however, because clinicians must also become experienced in using specific counseling strategies that help clients make their way through that process of change. This course (part two of a three part series) will help clinicians develop these counseling strategies by describing several key skills that can be used both in and out of treatment to help clients better understand their situation and work in concrete ways toward a preferred future, whether that involves improved fluency, better communication attitudes, or both. This is the second in a three course series.

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Measuring the Entire Stuttering Disorder

Presented by J. Scott Yaruss, PhD, CCC-SLP, BCS-F, F-ASHA

Measuring the Entire Stuttering Disorder

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Understanding the stuttering disorder requires more than a simple count of stuttering behaviors. Although a reliable and valid count of behavior may form the foundation for some aspects of clinical decision-making, a broader view of the entire condition is critical to planning individualized, yet comprehensive, therapy. This course, the second in a two-part series on the clinical measurement of stuttering, addresses other aspects of the stuttering disorder—in addition to the stuttering behavior itself—that clinicians will want to consider during assessment. Specific factors to be discussed include the speaker’s reactions to stuttering, the functional communication difficulties a speaker may experience as a result of stuttering, and the overall adverse impact that stuttering may have on the speaker’s quality of life.

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Clinical Considerations in Pediatric TBI: Assessment

Presented by Angela Ciccia, PhD, CCC-SLP

Clinical Considerations in Pediatric TBI: Assessment

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This course will review basic principles in pediatric traumatic brain injury (TBI), including incidence/prevalence, the relationship between development and traumatic brain injury, and the process of habilitation and rehabilitation in pediatric TBI. To build on this foundational information, the course will review the application of the International Classification of Functioning and Disability (ICF) framework to the assessment of cognitive-communication disorder following TBI and provides specific assessment recommendation across ICF areas. This course concludes by reviewing a case study of a 3-year old boy with TBI, highlighting the salient learner outcomes of the course.

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Pediatric Augmentative and Alternative Communication Part 3: Intervention

Presented by John McCarthy, PhD, CCC-SLP

Pediatric Augmentative and Alternative Communication Part 3: Intervention

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It can be difficult to know where to start and how to plan for the future when working with children with complex communication needs. Although the range of needs and complications can be overwhelming there is a manageable set of interventions that can be delivered to match a child’s current and future needs. The interventions cover strategies for children who are not yet communicating intentionally to those who are moving into reading and writing.

This is part three of a three part series covering Pediatric Augmentative and Alternative Communication. Be sure to watch:
Pediatric Augmentative and Alternative Communication Part 1: Introduction
Pediatric Augmentative and Alternative Communication Part 3: Intervention

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SLP Adult Courses

Pharyngo-Esophageal Relationships

Presented by Michael Groher, PhD, F-ASHA, Honors ASHA

Pharyngo-Esophageal Relationships

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This course explores the complex relationship between the pharynx and lower esophageal regions. The participant will be introduced to esophageal disorders that may impact the evaluation procedures for disorders of the upper esophageal sphincter (UES). The participant will also develop the skills to differentiate between esophageal disorders that can affect the UES, and apply their knowledge in an interactive case activity. This is the second course in a four course series by Dr. Groher. Please make sure to watch:

Disorders of the Esophagus for the Speech-Language Pathologist
GERD and the UES
Treatment Approaches to Upper Esophageal Sphincter Disorders

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Dysphagia Therapy: Prevention, Compensation, Rehabilitation

Presented by Michael Crary, PhD, F-ASHA

Dysphagia Therapy: Prevention, Compensation, Rehabilitation

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Effective strategies employed in the management of swallowing dysfunction in adult populations involve compensations, rehabilitation and prevention. Recognizing the appropriate domain of intervention and utilizing the appropriate tools within each category are vitally important. This course provides an overview of these domains of intervention and defines principles and rationale for food and liquid modifications. Dr. Crary describes the various maneuvers and postural adjustments that are employed in therapy and discusses the role of oromotor exercises in dysphagia treatment with emphasis on principles of motor learning and exercise.

For students interested in learning more about the future of swallowing evaluation and treatment, consider attending the Florida Dysphagia Institute 2.0 - a week long course featuring Dr. Michael Crary and Dr. Giselle Carnaby. The course takes place in Orlando, FL, and includes 32 Hours of CEUs with practical application, exhibitors and receptions. For more information visit the course WEBSITE or download the course BROCHURE.

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Management of Post-Stroke Dysphagia

Presented by Stephanie Daniels, PhD, CCC-SLP, F-ASHA

Management of Post-Stroke Dysphagia

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The purpose of this course, with Stephanie Daniels, is to detail compensatory and rehabilitative treatment strategies for post-stroke dysphagia. Particular focus will be placed on implementing the correct rehabilitative strategy based on the underlying impairment. The concept of skill-based versus strength-based training will be discussed, and key compensatory and management strategies will be shown with a live patient.

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Radiation Associated Dysphagia (RAD) Part 2: Evaluation & Management

Presented by Kate Hutcheson, PhD, CCC-SLP, BCS-S

Radiation Associated Dysphagia (RAD) Part 2: Evaluation & Management

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This course, with Dr. Kate Hutcheson, is the second of a two part series for speech language pathologists covering radiation associated dysphagia, or RAD. In this installment, Dr. Hutcheson begins by describing evidence-based methods for evaluating RAD in patients, as well as prevention strategies for RAD. The final chapter of the series details evidence based management strategies for RAD. The course concludes with a discussion of prevention and management of RAD with Dr. Robert Miller, from the University of Washington. This course is designed to help the practicing SLP prevent and/or minimize RAD and develop strategies for the treatment of persistent or late RAD.

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Aphasia Models

Presented by Diane Kendall, PhD, CCC-SLP

Aphasia Models

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In this course, Aphasia Models, Dr. Diane Kendall provides a basic background and definition of aphasia, reviews the model upon which the classical aphasia syndromes originates, discusses how the classical syndromes might be lacking in terms of sensitivity and specificity of linguistic impairment, reviews a connectionist model of language, and discusses how patient errors can aid in the development of a sensitive and specific treatment plan.

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Phonomotor Treatment for Individuals with Aphasia: Evidence Based Practice

Presented by Diane Kendall, PhD, CCC-SLP and Megan (Oelke) Moldestad, MS, CCC-SLP

Phonomotor Treatment for Individuals with Aphasia: Evidence Based Practice

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The purpose of this course, with Dr. Diane Kendall and Megan Oelke, is to provide information regarding the development of and evidence for the Phonomotor Treatment Program for rehabilitation of language deficits in aphasia. The course will include background on and a definition of of phonology in aphasia, a review of the model upon which the treatment was based, Phase I and II evidence. The course will also include an in-depth tutorial on how to deliver phonomotor treatment, including a description of materials, cueing hierarchy, stimuli employed, feedback techniques and how to progress through the stages of treatment. The course concludes with relevant tips for clinicians, and practice examples.

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Structure in Language: Sentences

Presented by Michael Dickey, PhD

Structure in Language: Sentences

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This course, with Dr. Michael Dickey, provides important background on the organization of language into sentences. The course begins by reviewing sentences as structured objects, including discussion of syntax versus semantics, Bock and Levelt’s model of sentence production, and mapping of grammatical categories onto the brain. From there, Dr. Dickey discusses the construction of simple and complex sentences, including the semantic roles that different sentence elements play, the stages at which semantic and syntactic features are encoded by speakers, and the types/families of con-canonical sentences. The course concludes with a panel discussion tying course concepts to clinical practice.

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VNeST Protocols: Cases, Assessment, and Outcome Measures

Presented by Lisa A. Edmonds, PhD, CCC-SLP

VNeST Protocols: Cases, Assessment, and Outcome Measures

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The purpose of this course is to provide detailed information regarding the VNeST protocol. The course will include a brief review of the protocol with rationale of each step, in-depth examples regarding implementation of protocol, phase II evidence, and a selection of stimuli and outcome measures.

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Treatment of Acquired Apraxia of Speech: Therapeutic Approaches and Practice Guidelines

Presented by Julie Wambaugh, PhD, CCC-SLP, F-ASHA

Treatment of Acquired Apraxia of Speech: Therapeutic Approaches and Practice Guidelines

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This course to provides an overview of all of the available approaches for use in the treatment of acquired apraxia of speech (AOS), including current approaches and emerging techniques. The evidence supporting treatment approaches will be discussed in the context of the AOS treatment guidelines.

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Sound Production Treatment: Clinical Application

Presented by Julie Wambaugh, PhD, CCC-SLP, F-ASHA

Sound Production Treatment: Clinical Application

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This course provides the learner with the knowledge and skills to implement Sound Production Treatment (SPT), which is a treatment for acquired apraxia of speech. The course begins by introducing the participant to sound production treatment, including it’s basic tenants and roots in the research literature. The participant will then be instructed in the production of stimuli for treatment and assessment purposes within sound production treatment, and how to administer the sound production treatment hierarchy.

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Diagnosis and Management of Acquired Functional Speech Disorders

Presented by Joseph Duffy, PhD, BC-ANCDS, F-ASHA

Diagnosis and Management of Acquired Functional Speech Disorders

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Functional speech disorders (FSDs; previously known as psychogenic speech disorders) encompass a wide variety of speech abnormalities with an unclear etiology. FSDs are not unusual in clinical practice, but are often misdiagnosed. These disorders manifest in the form of adult-onset impairments of articulation, fluency, resonance, and prosody, as well as pseudoforeign accent, infantile speech, and mutism. Interrelated psychiatric, psychological, and neurobiological mechanisms often play an important role in FSDs. Distinguishing FSDs from other disorders is critical in developing an appropriate speech therapy plan. Several audio clip case studies demonstrate how to conduct examinations and make a differential diagnosis. This course will also cover the effective management of FSDs through assertive treatment and speech pattern modification.

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Primary Progressive Apraxia of Speech: Differential Diagnosis, Neurologic Underpinnings, and Management

Presented by Joseph Duffy, PhD, BC-ANCDS, F-ASHA

Primary Progressive Apraxia of Speech: Differential Diagnosis, Neurologic Underpinnings, and Management

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Progressive apraxia of speech (PAOS) is a speech disorder resulting from an inability to send commands necessary to direct movements for normal speech due to a neurodegenerative condition. When the primary manifestation of neurodegenerative disease is apraxia of speech, it’s known as primary progressive apraxia of speech, or PPAOS. Dr. Joseph Duffy discusses the relationship between PPAOS and classifications of primary progressive aphasia, as well as other neurologic signs and symptoms that eventually emerge in people with PPAOS. Using neuroimaging and autopsy findings, Dr. Duffy examines localization and the underlying pathologies associated with PPAOS, and summarizes relevant medical treatments and behavioral therapies.

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Update on Neuroscience Applications to Treatment of Cognitive Disorders

Presented by Martha Burns, PhD, CCC-SLP, F-ASHA

Update on Neuroscience Applications to Treatment of Cognitive Disorders

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This course will review the current neuroscience on cognitive and communication disorders associated with traumatic head injury and early stage dementias. The course will stress clinical aspects of patient management. The focus of the second section will be a review and demonstration of cognitive assessments available for use by SLP's and other allied health professionals. The course will conclude with an overview of evidence-based interventions for attention, memory and executive function.

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Interventions for Persons with Dementia: Creating Supportive Environments

Presented by Ellen Hickey, PhD, CCC-SLP

Interventions for Persons with Dementia: Creating Supportive Environments

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In addition to interventions involving memory cueing and learning strategies, strategies that incorporate the physical and social environment of persons experiencing dementia to improve outcomes can be highly effective. In this course, Dr. Ellen Hickey outlines aspects of the physical and social environments that impact persons with dementia. Next, participants are given the tools to use these aspects of clients’ environments to improve functioning, including modifications to the living spaces of clients, and training for communication partners of persons with dementia (facility staff, family members, and volunteers).

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Systematic Instruction Part 1: Training Techniques that Generalize When Clients Have Acquired Memory Impairments

Presented by McKay Sohlberg, PhD, CCC-SLP, F-ASHA

Systematic Instruction Part 1: Training Techniques that Generalize When Clients Have Acquired Memory Impairments

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This course with Dr. McKay Sohlberg is the first in a two-part series exploring systematic instruction for patients experiencing acquired memory and learning impairments. It provides a detailed rationale for why SLPs need to be skilled educators, reviews relevant memory theory and evidence base, and provides detailed instruction on a systematic instruction framework. The principles detailed in this course can be applied to teaching clients to use assistive technology, metacognitive strategies or activities of daily living.

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Treatment of Memory Impairments Post-Acquired Brain Injury

Presented by Therese M. O’Neil-Pirozzi, ScD, CCC-SLP

Treatment of Memory Impairments Post-Acquired Brain Injury

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Clinicians report memory as a primary post-injury target of cognitive rehabilitation. Individuals with acquired brain injury and their families report memory deficits as one of the worst and most persisting post-injury problems. This chapter will report on the evidence base supporting memory intervention and will present therapeutic approaches targeting remediation of memory deficits.

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The Aging Voice Part 3: Using Voice Therapy to Treat Presbyphonia

Presented by Edie Hapner, PhD, CCC-SLP

The Aging Voice Part 3: Using Voice Therapy to Treat Presbyphonia

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This course, with Edie Hapner, outlines evidence-based interventions for persons experiencing presbyphonia. The course begins by providing an overview of a treatment modality framework that includes both non-invasive and more invasive measures that the allied health team can employ. Special attention is given to translating evaluation data into the most effective intervention for each individual case. Intervention approaches including vocal exercise approaches, and exuberant therapies such as LSVT and PhoRTE will be described and demonstrated via videos of patients.

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Vocal Function Exercises

Presented by Joseph C. Stemple, PhD, CCC-SLP, ASHAF

Vocal Function Exercises

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Vocal Function Exercises (VFE) are a series of systematic voice exercises designed to strengthen and balance the laryngeal musculature, increase or improve vocal fold adduction, and coordinate the subsystems of voice production. This course is designed to introduce the rationale behind the use of VFEs including the historical development, supportive evidence, and precision of execution. Course participants will learn to precisely apply the exercise techniques with their population of voice disordered patients.

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A Physiologic Approach to Voice Therapy

Presented by Joseph C. Stemple, PhD, CCC-SLP, ASHAF

A Physiologic Approach to Voice Therapy

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Speech-language pathologists (SLPs) are presented with multiple types of voice disorders to evaluate and treat. These disorders arise from a variety of etiologies and numerous patient vocal compensations. Given the variety of potential treatment options, how does the SLP choose the most effective treatment? Speech-language pathology literature identifies several general voice therapy orientations, vocal hygiene, symptomatic voice therapy, psychogenic voice therapy and physiologic voice therapy. This course will introduce the participant to these orientations as well as the evidence supporting their use. Choosing the appropriate evidence-based therapy approach is essential to successful voice therapy.

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Assessment and Treatment for Chronic Cough

Presented by Mary J. Sandage, Ph.D., CCC-SLP

Assessment and Treatment for Chronic Cough

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Irritable larynx syndrome (ILS) provides a vital theoretical framework from which to consider assessment and treatment of chronic cough. The essential medical work-up that precedes referral to the speech language pathologist is described. Assessment and treatment for chronic cough are covered with a lifespan approach. Case studies are provided to apply the didactic material covered.

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Featured Instructors

Edie Hapner, PhD, CCC-SLP

Edie R. Hapner is a Professor in the Rick and Tina Caruso Department of Otolaryngology Head and Neck Surgery at the University of Southern California and a founding member of the USC Voice Center, an interprofessional team treating persons with disorders of voice and swallowing. Dr. Hapner has authored over 33 peer reviewed articles on voice and voice disorders, four book chapters, and is the co-editor of Voice Disorders, Clinical Case Studies. She is the author of Training and Implementation of FEES, a DVD training program for clinicians. Dr. Hapner served on the Coordinating Committee of Special Interest Group 3, Voice and Voice Disorders, for seven years. She served as both the Coordinator and Associate Coordinator of SIG 3 during her tenure. She was the Chair of the SIG 3 Reimbursement Committee between 2006 and 2009 and served as a member of the Member Advisory Group (MAG) to ASHA's Health Economics & Advocacy Team. Dr. Hapner was an ASHA appointed member of the National Advisory Committee to the Educational Testing Service. She served as the ASHA appointed member of the American Academy of Otolaryngology's committee for the development of evidence-based guidelines for the treatment of dysphonia. She served as an ASHA site visitor through the Council on Academic Accreditation. She was the Florida Association of Speech-Language Pathologists and Audiologists Vice President for Convention Planning and was a member of the Illinois Speech-Language-Hearing Association's Convention Committee. Dr Hapner received an honors award from the American Academy of Otolaryngology Head and Neck Surgery in 2013 and remains an engaged member of the AAOHNS. Dr. Hapner cherishes three very special awards: GSHA's Clinician of the Year; The University of Missouri's Education Program Alumnae of the Year; and the Clinical Scholar's designation of the AAOHNS. Her passion is her work with A Voice For Hope, a nonprofit organization whose mission is the prevention of head and neck cancer through early identification screening programs. She is the coordinator for multiple large-scale community-based free head and neck cancer screenings at sporting events, specifically NASCAR events around the county.

J. Scott Yaruss, PhD, CCC-SLP, BCS-F, F-ASHA

J. Scott Yaruss, PhD, CCC-SLP, BCS-F, F-ASHA, is a Professor of Communicative Sciences and Disorders at Michigan State University. A board-certified specialist in fluency disorders, Dr. Yaruss has served on the board of directors for the National Stuttering Association and as Associate Coordinator for the American Speech-Language-Hearing Association’s Special Interest Division for Fluency Disorders. His research examines factors that may contribute to the development of stuttering in young children as well as methods for assessing and evaluating treatment outcomes in children and adults who stutter.  Dr. Yaruss has published nearly 70 papers in peer-reviewed journals and more than 100 other articles, papers, and chapters on stuttering. He is author, co-author, or editor of several booklets, books, and brochures on stuttering, including the Overall Assessment of the Speaker’s Experience of Stuttering (OASES), a comprehensive evaluation tool for children, adolescents, and adults who stutter; Early Childhood Stuttering Therapy: A Practical Guide, School-Age Stuttering Therapy: A Practical Guide, and Minimizing Bullying for Children Who Stutter (all published by Stuttering Therapy Resources, Inc., a publishing company dedicated to developing useful resources for helping speech-language pathologists help people who stutter. Visit Stuttering Therapy Resources Dr. Yaruss has been named Speech-Language Pathologist of the Year by the National Stuttering Association and received the University of Pittsburgh School of Health and Rehabilitation Science Dean’s Distinguished Teaching Award. Dr. Yaruss teaches classes on stuttering and counseling methods for speech-language pathologists and frequently conducts workshops designed to help speech-language pathologists improve their ability to work with individuals who stutter. Click here for more information about Dr. Yaruss’s workshops. To complete the MedBridge certificate on stuttering, click here.

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Julie Wring, MA, CCC-SLP
HealthSouth

“The dysphagia course (The Normal Swallow) I viewed has proven to be a useful resource in my particular setting. It was a great refresher on what's normal for different diagnosis' and age groups, as well as identifying other important information, such as labs. Thanks for providing an avenue for learning that's both convenient and informative!”

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Speech Language Pathologist Team Leader

“MedBridge is an excellent tool for therapists as it provides clear connection between information and practical application.”

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HealthSouth

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