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Online Conference Only: 2022 ASHA Health Care Summit
Event Dates:6/8/2022-6/20/2022
Format(s): Online Conference
2022 ASHA Health Care Summit: Grand Rounds in COVID-19 Rehab. A Transformational Conference for Changing Times. In collaboration with MGH Institute of Health Professions.

During this online conference, hear from expert SLPs and related professionals who share practical strategies for maximizing functional outcomes for your adult patients who are experiencing the acute and long-term effects of COVID-19 and related comorbidities.
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ASHA Schools Connect 2022
Event Dates:7/13/2022-7/25/2022
Format(s): Online Conference
At this online conference, take away practical, apply-today strategies and tools on an array of topics directly relevant to your work in schools and your interactions with students, teachers, parents, paraeducators, administrators, and others.
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Controversies and Consensus in Dysphagia Management
Event Dates:8/3/2022-8/15/2022
Format(s): Online Conference
Do you know how to critically evaluate conflicting evidence to optimize outcomes for your patients with dysphagia? In this online conference, leading clinicians and researchers explore different perspectives on critical issues in dysphagia management. Walk away with the essential information you need to enhance your clinical decision-making and optimize patient outcomes.
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Audiology 2022
Event Dates:9/7/2022-9/19/2022
Format(s): Online Conference
ASHA's Audiology Online Conference is back for 2022! Expert speakers will delve into a variety of audiology topics, focusing on three primary tracks: implantable devices, working with patients with intellectual disabilities, and expanding your clinical role.
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Foundations of Stroboscopic Interpretation and Clinical Cases
Format(s): SIG Perspectives and Exam
In this series of SIG 3 articles, a foundation for laryngeal endoscopic imaging and interpreting videostroboscopic parameters is provided. These concepts are then put into practice in the context of three case studies focused on muscle tension dysphonia, bilateral vocal fold lesions, and vocal fold immobility. In the cases, auditory perceptual analysis, acoustic and aerodynamic measures, and candidacy for voice therapy are assessed in addition to videostroboscopic parameters. Video and audio examples are included to provide an interactive experience for the reader.
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Telepractice and Kids: Lessons From Remote Service Delivery During the Pandemic
Format(s): Journal (Online)
The articles in this journal self-study explore the effects of remote audiology and speech-language service delivery for children during the COVID-19 pandemic. The articles identify and describe experiences with remote service delivery, discuss the impacts on children, and focus on what has been learned. The articles highlight future research and practical takeaways audiologists and speech-language pathologists can use to provide and expand quality services via telepractice moving forward.
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Feeding and Swallowing Assessments in the School Setting (On Demand Webinar)
Format(s): On Demand Webinar
This on demand webinar (available beginning July 1, 2022) explores the expertise and tools needed to successfully conduct a comprehensive feeding and swallowing assessment in a school setting. The presenter provides step-by-step guidance to boost clinicians' confidence as they navigate this unique environment and leverage available resources to clearly identify students' feeding and swallowing needs when establishing eligibility and implementing preferred practice recommendations in the educational setting.
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Feeding and Swallowing Assessments in the School Setting (Live Webinar)
Format(s): Live Webinar
This live webinar (June 29, 2022, 1-3 p.m. ET) explores the expertise and tools needed to successfully conduct a comprehensive feeding and swallowing assessment in a school setting. The presenter provides step-by-step guidance to boost clinicians' confidence as they navigate this unique environment and leverage available resources to clearly identify students' feeding and swallowing needs when establishing eligibility and implementing preferred practice recommendations in the educational setting.
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Hearing Health and Care During the COVID-19 Pandemic
Format(s): Journal (Online)
The articles in this journal self-study explore research related to various aspects of hearing health and care during the COVID-19 pandemic. Specific topics include: supporting individuals with tinnitus, teaching students about noise-induced hearing loss, and understanding pandemic-related disruptions to hearing abilities and care. Audiologists will take away information they can apply as the pandemic and audiology practice continue to evolve.
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Considerations for Dysphagia Intervention in the Hospital: Adult and Pediatric
Format(s): SIG Perspectives
This SIG 13 collection of astute articles provides information regarding managing and treating dysphagia in the hospital for both adult and pediatric patients. Nalia GurgelJuarez and colleagues explore the frequency of oral care based on staff adherence to oral care policies. Rebecca Smith et al. investigate the quality-of-life impacts of dysphagia and its interventions on mealtimes using the Swallowing Quality of Life Questionnaire and the Eating Assessment Tool. Jessica L. Rice and Maureen A. LeftonGreif review high-flow nasal cannula mechanisms of action, its use in specific populations and settings, and what is known about initiation of feeding during this therapy. Finally, Donna Edwards and colleagues explore the impact of COVID-19 on modifications in clinical practice related to pediatric feeding disorders and dysphagia via telehealth.
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Prerequisite Coursework Bundle: Assistants Certification
Format(s): eWorkshop
This course bundle includes three courses that satisfy coursework requirements for individuals seeking ASHA certification as an audiology assistant or a speech-language pathology assistant. (These courses are not eligible for ASHA CEUs.)
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Safety Precautions in Speech, Language, and Hearing Professions
Format(s): eWorkshop
This course provides an overview of safety precautions for speech, language, and hearing professionals in both health care and school settings. The presenter discusses safe and effective practices and reviews relevant clinical scenarios. The course satisfies the universal precautions coursework requirement for individuals seeking ASHA certification as an audiology assistant or a speech-language pathology assistant. (This course is not eligible for ASHA CEUs.)
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Ethical Professional Behavior and ASHA Assistants Code of Conduct
Format(s): eWorkshop
This course provides a review of the ASHA Assistants Code of Conduct, which provides a framework and guide to support day-to-day decision-making. The presenter describes each component of the Code of Conduct and highlights clinical scenarios that apply the Code of Conduct. The course satisfies the ethics coursework requirement for individuals seeking ASHA certification as an audiology assistant or a speech-language pathology assistant. (This course is not eligible for ASHA CEUs.)
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Confidentiality in the Speech, Language, and Hearing Professions
Format(s): eWorkshop
This course provides an overview of privacy laws affecting speech, language, and hearing professionals. The presenter discusses privacy laws and reviews clinical scenarios in both health care and school settings. The course satisfies the patient confidentiality coursework requirement for individuals seeking ASHA certification as an audiology assistant or a speech-language pathology assistant. (This course is not eligible for ASHA CEUs.)
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Assessment and Treatment Considerations
Format(s): SIG Perspectives
The first two articles in this SIG 19 activity provide information to better our assessment and treatment of individuals in the area of voice, while the latter two articles focus on treatment of individuals in the area of speech production. The authors for all four articles present a review of the literature as well as challenges and future directions. First, Van Hook and Duffy conducted a pilot study to trial the Gender Spectrum Voice Inventory. This article provides a review, discussion of validity, and speech-language pathologists’ perceptions of the inventory in an effort to address a gap in available clinical tools for transgender and nonbinary people. Next, Hammer reviews the relationship between air flow with sound pressure level during syllable production while holding fundamental frequency and subglottic air pressure constant. The results have clinical implications that stress the importance of an increase in air flow and focus on vocal fold contact. Then, Gritsyk et al. describe their study to determine which measures of somatosensory acuity best predicted change in production accuracy during vowel learning tasks while controlling auditory acuity. Results indicate only bite block adaptation with auditory masking was significantly associated with performance. Finally, Zajac et al. discuss their preliminary study that indicated cleft type contributes to production errors, specifically backing, in children with repaired cleft palate. Additionally, a history of otitis media affects the spectral contrast of alveolar consonants in children without clefts.
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Assessment and Treatment of Pediatric Dysarthria (On Demand Webinar)
Format(s): On Demand Webinar
This on demand webinar introduces practical clinical decision-making frameworks for evaluating and treating children with dysarthria and illustrates their application through clinical case examples. The course strives to increase SLPs' confidence in evaluating and treating children with dysarthria.
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Counseling in Acquired Brain Injury
Format(s): SIG Perspectives
These SIG 2 Perspectives articles focus on counseling skills for working with persons with aphasia, “counseling+” activities for patients with mild cognitive impairment and dementia, and resilience in neurorehabilitation. Topics include counseling skills; counseling roles of SLPs; care partner training; and resilience in persons with acquired brain injury, aphasia, dementia, and Alzheimer’s disease.
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Ethical Challenges in Various School-Based Scenarios
Format(s): SIG Perspectives
This SIG 1 activity focuses on ethical challenges that audiologists and SLPs may face in various school-based scenarios. A 5-step ethical decision-making approach is presented. An ethical decision-making model is used to help prepare clinicians for the ethical continuation of telepractice in schools. Some thoughts and tools for connecting ethical practices with the provision of culturally sensitive/responsive services are provided.
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What Is Dynamic Assessment?
Format(s): Micro Course
When testing children from linguistically and culturally diverse backgrounds, SLPs can use dynamic assessment (DA) as an alternative to standardized testing. In this course - which is broken into six 5-minute blocks - speaker Elizabeth Peña answers the oft-asked question, "What exactly IS dynamic assessment?" Peña explains how DA is different from other process-based approaches and guides you through identifying individuals on your caseload who could benefit from DA.
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Observing Modifiability During Dynamic Assessment
Format(s): Micro Course
Dynamic assessment - an alternative to standardized testing that accounts for individuals' unique cultural and linguistic identities - helps SLPs identify disorder within linguistic variability. Thus, it is critically important to make careful systematic observations of learning during dynamic assessment. In this course - which is broken into six 5-minute blocks - speaker Elizabeth Peña explores what SLPs need to pay attention to during a mediated learning experience session and guides you through identifying key indicators to help you make clinical decisions for an individual on your caseload.
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Using Mediated Learning Experience in Dynamic Assessment
Format(s): Micro Course
Mediated learning experience (MLE) is integral to dynamic assessment, an alternative to standardized testing that accounts for individuals' unique cultural and linguistic identities. In this course - which is broken into six 5-minute blocks - speaker Elizabeth Peña discusses the components of MLE and guides you through building an activity using principles of MLE.
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Clinical Decision-Making With Dynamic Assessment
Format(s): Micro Course
A challenge in conducing dynamic assessment - an alternative to standardized testing that accounts for individuals' unique cultural and linguistic identities - is putting together all the information to make a clinical decision. In this course - which is broken into six 5-minute blocks - speaker Elizabeth Peña discusses using dynamic assessment to identify indicators of language difference and language disorder and how to incorporate this information into a clinical report and intervention plan. Peña gives examples and guides you through making recommendations about intervention based on dynamic assessment results.
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Adult Dysphagia Management: Diet, Sleep Apnea, Intensive Care Unit, and Dementia
Format(s): SIG Perspectives
This quartet of SIG 13 articles provides information regarding managing and treating dysphagia in the adult population. Caileen Harvey, Rachel Flemming, Julia Davis, and Victoria Reynolds investigate International Dysphagia Diet Standardisation Initiative implementation issues by surveying health care professionals in health care facilities in rural Upstate New York. Ankita M. Bhutada, William A. Broughton, Brenda L. Beverly, Dahye Choi, Sandip Barui, and Kendrea L. (Focht) Garand aim to identify the prevalence of dysphagia and reflux reported symptoms in patients with obstructive sleep apnea syndrome and determine associations between symptoms and demographic and clinical variables. Stevie Marvin summarizes published research on screening, evaluating, and treating post-extubation dysphagia in the intensive care unit. Rebekah Guastella, Stefania Oppedisano, Luis F. Riquelme, and Ashwini M. Namasivayam-MacDonald study bolus location at swallow onset, stage transition, pharyngeal transition duration, pharyngeal response duration, and pharyngeal phase duration between cued and uncued swallowing conditions in patients with dementia.
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Clinical Practice Considerations: COVID-19, Word Retrieval, and Tinnitus
Format(s): SIG Perspectives
Three clinical practice considerations are reviewed within, including communication with patients/families in the face of the COVID-19 pandemic, identification of word finding errors in normally aging individuals, and how to address severe tinnitus. The first article points out that communication demands have changed during the pandemic, with increased need for communication about the virus and necessary precautions; however, mask use and social distancing have had a negative impact on everyone’s communication, especially those with communication disorders. COVID-19 specific precautions have included restriction of visitors in hospitals and nursing homes, quarantining, mask wearing, social distancing. Those with communication disorders experience specific circumstances that put them at a disadvantage as a result of these measures, to the extent that some disability rights groups argued that these policies may be violating acts and policies that are in place specifically to protect these individuals. This article goes on to explore, within the context of the COVID-19 pandemic, the importance of clear patient–provider communication, the impact of culture on communication, and using clear terminology. The second article sought to develop clinical practice by examining variations in performance on different verbal tasks completed by typically aging adults without neurological impairment who self-identified as either having or not having word-retrieval difficulties that frequently affected their lifestyle. The authors studied fifty-seven healthy adults between the ages of 54 and 71, by separating them into one group without selfidentified word retrieval difficulties and one group with self-identified word retrieval difficulties. Formal and informal assessment measures were used to objectively identify word-finding difficulties. The final article addresses the problem of tinnitus, which is broken down into two forms: bothersome and nonbothersome. Treatment is typically initiated when it becomes bothersome to the person experiencing it. The author reviews risk factors for developing tinnitus. In this specific instance, tinnitus was reported following a procedure that was intended to reduce vertigo. The patient opted to manage her tinnitus with pharmaceuticals, sound therapy, and education in the form of Tinnitus Retraining Therapy. The author describes the evaluation and treatment of each component in great detail. The result was a significant improvement in symptoms and the patient’s quality of life and functional abilities.
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Cracking the Code: CPT and ICD-10 Coding Fundamentals for SLPs
Format(s): On Demand Webinar
This course provides a foundation of practical coding knowledge to help SLPs accurately submit payment claims. The course reviews diagnosis and procedure coding fundamentals, including the important rules and tools to help avoid common pitfalls. Speakers explore real-world coding and claims case studies and provide strategies you can use to navigate your own unique scenarios.
Executive Functions and Language: Self-Talk, Syntax, Semantics, and Strategies for Planning and Self-Regulation
Format(s): SIG Perspectives
This SIG 1 Perspectives activity focuses on the relationship between language and executive function (EF) in children with specific language impairment (SLI) and/or developmental language disorder (DLD). A clinical model of language therapy for adolescents with DLD and concomitant EF deficits was proposed. Finally, a theoretical framework for understanding and promoting metacognition and EF as part of assessment and treatment plans for speech-language pathologists was discussed.
Social Considerations: Exercise and Engagement, Communicative Participation
Format(s): SIG Perspectives
This Perspectives activity contains three articles, all with emphasis on social considerations in the elderly, with emphases on risk factors for dementia and treatment of Parkinson’s Disease. The first article seeks to describe the validity and reliability of the Fun and Social Engagement Evaluation (FUSE). The authors explain that this is an important topic because lack of physical activity and low social engagement are risk factors for dementia and could impact the rate of decline associated with dementia. Furthermore, physical inactivity has been identified by the World Health Organization as a leading risk factor for global mortality. Nursing home residents were evaluated using the FUSE during “Bingocize” sessions; the program combines a bingo-like game and physical activity and is scaled for differing cognitive and physical levels of ability. Results indicate that the FUSE is a valid and reliable method to measure engagement, and this is important because this measure can be recommended to nursing homes to measure engagement, as well as used in future research. The second article attempts to determine which of a variety of factors were associated with communicative participation and measured this based on the social network size of an individual. The author feels that this is important because social isolation is linked to cognitive decline and depression, both of which are risk factors for developing dementia. This study builds on previous research related to social participation and communication as predictors of successful health outcomes. Two research questions are addressed: What numbers of communication partners exist in the self-reported social network of older adults? And what factors are included in a model for predicting the social network size of older adults? They studied 337 seniors in Central Arkansas by collecting interviews and conducting standardized assessments. Results indicate that cognition and education are factors that are related to communicative participation. The results of this study, along with additional literature on this topic, suggest that there is benefit in recognizing a decrease in communicative participation and the role that cognitive decline may play in restricting communicative participation. The final article describes the program developed at Long Island University Brooklyn, which is multidisciplinary in nature, in contrast to previous treatment models which have traditionally focused on a monodisciplinary approach. In the past decade, there has been a shift from monodisciplinary models and research to a multidisciplinary approach, which is more effective in holistically treating the multifaceted effects of Parkinson’s Disease (PD), resulting in better outcomes and social participation for individuals with PD. The article describes use of the Fitness for PD exercise program twice per week for ten weeks, targeting strength, balance, agility, stretching, and aerobic exercises. Students at the university are engaged in taking vitals, facilitating resistance training, and enhancing safety; students and participants find benefit in working together. One hour Speech Clinic for PD sessions are conducted after each fitness class, including voice evaluations and therapy focusing on maximizing voice production and improving breathing patterns. The first half of sessions are conducted in game format, which encourages interpersonal interactions and collaboration and facilitates carryover into conversational contexts. Sessions incorporate Motor Learning Principles, LSVT LOUD, and respiratory exercises. The second half of sessions are conducted in whole-group format and speech practice in small groups.
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Beginner’s Guide to Successfully Working in Schools (On Demand Webinar)
Format(s): On Demand Webinar
Working as a school-based SLP is exciting and rewarding-when you understand your role! This on demand webinar (available beginning April 30, 2022) provides SLPs who are new to the school setting with effective practices, resources, and an introduction to the Individuals with Disabilities Education Act (IDEA). The speakers share practical strategies to support a workload approach to services, helping you balance the work you are given with the time you have. The webinar includes tips for scheduling your days and tracking your work for maximum impact, creative service delivery models, specific intervention ideas to take back and use immediately with students, and tips for advocating for a realistic and manageable workload.
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Teleaudiology: An Introduction to Remote Services
Format(s): eWorkshop
This course is the first in a set of practical programs that address specific aspects of remote practice (telepractice) in audiology. This initial course explores audiologists' perceptions of barriers to providing telehealth services and introduces the Health Belief Model (HBM) and Transtheoretical model to assess readiness for remote service provision. The course includes an on-demand recording and a worksheet activity/tool to help you identify needs and barriers as you consider how you can incorporate teleaudiology into your practice.
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Teleaudiology: Remote Screening and Diagnostics
Format(s): eWorkshop
This course includes two presentations that introduce strategies and tools for remote hearing assessment, including online and smartphone tests of hearing, remote pure tone audiometry, speech audiometry, and evaluation of peripheral and central auditory dysfunction in pediatric and adult populations. The course is part of a set of practical programs that address specific aspects of remote practice in audiology.
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Teleaudiology: Providing Pediatric Audiology Services via Telehealth
Format(s): eWorkshop
This course demonstrates how Cincinnati Children's Hospital Medical Center is using telehealth applications to address the needs of children with hearing loss during the COVID-19 pandemic and into the future, including remote hearing aid evaluations, fittings, programming, repairs, and functional benefit assessments. The course is one in a set of practical programs that address specific aspects of remote practice in audiology.
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Teleaudiology: Auditory Processing Evaluation
Format(s): eWorkshop
This course presents a methodology that allows audiologists to provide (central) auditory processing testing remotely. The course discusses the advantages, disadvantages, and pitfalls of remote testing as well as technology and other requirements. The course is one in a set of practical programs that address specific aspects of remote practice in audiology.
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Teleaudiology: Translating Adult Hearing Care Remotely – Hearing Aid Services
Format(s): eWorkshop
This course explores realistic scenarios audiologists may encounter when remotely fitting hearing aids for adults. The course discusses strategies for successful hearing aid fitting via teleaudiology and identifies challenges and how to address them when they occur. The course is one in a set of practical programs that address specific aspects of remote practice in audiology.
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Teleaudiology: Policy Trends
Format(s): eWorkshop
This course provides an overview of policy issues and trends in audiologists' use of telepractice, including an overview of changes to state telepractice law implemented during the COVID-19 pandemic.  The course is one in a set of practical programs that address specific aspects of remote practice in audiology. 
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A Culturally and Linguistically Responsive Approach to AAC
Format(s): eWorkshop
In this session, the speaker reviews the characteristics of culturally and linguistically responsive AAC practices and presents evidence-based strategies for culturally appropriate bilingual AAC assessment and intervention. The speaker discusses partnering with families to determine values, needs, priorities, and resources when implementing AAC. This course is a recorded session from the 2021 online conference “Expanding AAC: Accessible Strategies for Functional Communication.”
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AAC Intervention as Language Intervention: Building on What You Know
Format(s): eWorkshop
This session explores how to adapt traditional speech-language practices to serve students who use AAC systems. The session demonstrates analyzing language samples from a student using an AAC system and then developing goals and intervention activities to address development in the areas of pragmatics, phonology, vocabulary, and grammar. This course is a recorded session from the 2021 online conference “Expanding AAC: Accessible Strategies for Functional Communication.”
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Building Early Communication Skills: Matching AAC Strategies to Developmental Needs
Format(s): eWorkshop
Learning to gesture or use aided AAC for intentional communication with a partner is challenging for some infants and toddlers with complex communication needs. This session explores a variety of intervention strategies that improve pre-intentional and intentional communication skills using various AAC modalities and some of which incorporate families and caregivers. The speaker shares live illustrations and video examples of young children who have various difficulties with pre-intentional communication and problem solves about how intervention can structure the learner’s experiences to fill in gaps. This course is a recorded session from the 2021 online conference “Expanding AAC: Accessible Strategies for Functional Communication.”
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Creating AAC-Friendly Environments
This session explores evidence-based strategies to make environments communicatively accessible to students who use aided language systems. The speaker discusses barriers these students may encounter in language learning, how we can proactively reduce these barriers, and how we can use peers and other communication partners to create language-supportive environments using AAC. The session also includes reflections on what worked and what didn't from students who used AAC systems in classrooms. This course is a recorded session from the 2021 online conference “Expanding AAC: Accessible Strategies for Functional Communication.”
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Effective Practices in AAC Assessment
Format(s): eWorkshop
Given the landscape of hundreds of apps, speech-generating devices, low-tech options, and no-tech strategies, SLPs who do not typically complete AAC assessments may wonder who to refer for an AAC an assessment and how they can contribute to the assessment process. This session reviews the AAC assessment process, with an emphasis on feature matching and consideration of the individual’s current and future needs. This course is a recorded session from the 2021 online conference “Expanding AAC: Accessible Strategies for Functional Communication.”
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Effective, Engaging AAC Instruction

Out of stock
Format(s): eWorkshop
This session explores tools, strategies, and a framework to enhance engagement, learning, and generalization for students who use AAC. The speakers discuss various ways to support students’ learning and communication with peers, including using social communication games, combining core vocabulary and literacy, and determining authentic purposes. This course is a recorded session from the 2021 online conference “Expanding AAC: Accessible Strategies for Functional Communication.”
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Engaging and Manageable School-Based AAC Telepractice
Format(s): eWorkshop
AAC teletherapy can be fun, engaging, and effective with the right tools and strategies. This session provides guidance on setting up AAC systems for modeling during virtual sessions as well as tools SLPs can use to view a student's AAC device virtually. The speaker explores free and low-cost telepractice materials to increase student engagement and make planning more manageable. This course is a recorded session from the 2021 online conference “Expanding AAC: Accessible Strategies for Functional Communication.”
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Improving AAC Implementation With Effective Collaboration
Format(s): eWorkshop
Effective collaboration among individuals who use AAC and their families, communication partners at school/work, and those in the community can promote positive outcomes for the AAC communicators. This session defines what successful information exchanges can look like and explores who in the community an SLP may want to include as collaborators. The presenter shares strategies for effective and efficient collaboration across the AAC communicator’s family, school/work life, and broader community. This course is a recorded session from the 2021 online conference “Expanding AAC: Accessible Strategies for Functional Communication.”
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Integrating AAC in School Settings
Format(s): eWorkshop
This session discusses strategies to incorporate AAC throughout a student’s school day to increase their expressive output over a variety of communication opportunities. The speaker presents ideas for creating a systematic integration plan and discusses strategies that can work with low- or high-tech AAC systems to prompt expressive communication initiations, topic maintenance, and appropriate conversation redirection and termination. This course is a recorded session from the 2021 online conference “Expanding AAC: Accessible Strategies for Functional Communication.”
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Setting Goals for Students Who Use AAC
Format(s): eWorkshop
This session explores the process of selecting and crafting measurable goals that are appropriate for students learning to communicate using AAC. The speaker reviews the AAC competency categories, shares tools that SLPs can use to identify developmentally appropriate learning targets, and discusses strategies for writing observable and measurable goals. This course is a recorded session from the 2021 online conference “Expanding AAC: Accessible Strategies for Functional Communication.”
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There’s No Place Like Home: Supporting AAC at Home
Format(s): eWorkshop
Having knowledgeable and supported caregivers—including parents, siblings, care attendants, home aides, home nurses, and extended family—is vital to an AAC user’s success. New opportunities for virtual sessions allow a level of home involvement and support previously made difficult by time and logistical constraints. This session discusses practical strategies for teaching and supporting home caregivers. This course is a recorded session from the 2021 online conference “Expanding AAC: Accessible Strategies for Functional Communication.”

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