In order to best serve adolescent students transitioning to post-secondary settings, SLPs have to keep the end in mind. What are students’ college and/or career goals and how can we use current research on what employers want and what entry-level college courses expect to best prepare them for their future? In this session, the speaker discusses tools to modify intervention plans to incorporate current evidence in neurodiversity and self-determination theory as well as strategies for collaboration with a focus on student strengths.

This course is a recorded session from the 2021/2022 online conference “Reading, Writing, and the SLP: Preschool to High School.”

Learning Outcomes 
You will be able to:

• Use a strengths-based approach to modify intervention plans for adolescents, with workforce literacy in mind
• Collaborate effectively with students and stakeholders to support the post-secondary transition needs of adolescents you serve

Related Courses

See more sessions from Reading, Writing, and the SLP: Preschool to High School.

Presenter Information

Kimberly Murza, PhD, CCC-SLP, received her doctorate in Communication Sciences and Disorders from the University of Central Florida, where she specialized in literacy. She is currently an associate professor in the Department of Audiology and Speech-Language Sciences at the University of Northern Colorado, teaching undergraduate and graduate courses primarily in language and evidence-based practice. Dr. Murza has worked privately and in the public school system as a speech-language pathologist with children and adolescents in preschool through high school and more recently with adults with autism spectrum disorder. She is currently the University of Northern Colorado Scottish Rite Program Director and a member of the Colorado Department of Education Speech-Language Advisory Committee. She previously served on the ASHA School Issues Advisory Board. Dr. Murza has participated in numerous research projects and coauthored peer-reviewed journal articles and presentations. Her main research area is social communication and engagement assessment, intervention, and professional learning support for school-based practitioners. Additional research interests include community engaged learning, systematic review and meta-analysis, and the delivery of high-quality professional learning. More recently, she’s been involved in the development and program coordination of the Greeley Treasure Chest Program and Project L.I.F.E. (Literacy for Immigrant Families Everyday).

Disclosures:

• Associate Professor at the University of Northern Colorado
• Member of the Colorado Department of Education Speech-Language Advisory Committee

Assessment Type

Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

To earn continuing education credit, you must complete the learning assessment by 11:59 p.m. ET on the end date below.

Program History and CE Information

Online conference dates: October 13–25, 2021; February 2–14, 2022 
End date: October 13, 2026

This course is offered for 0.05 ASHA CEUs (Intermediate level, Professional area).
Subject code 3010 Developmental Language Disorders