New!
Event Date: 7/24/2025
Format(s):
Live Webinar
This live webinar (July 24, 2025, 3-4 p.m. ET) will explore how clinical educators in communication sciences and disorders (CSD) programs can implement inclusive, effective, and appropriate accommodations for graduate students with disabilities. The speakers will address the legal framework for accommodations, key principles of inclusivity, and effective use of campus disability support services. The webinar will highlight case examples to explore viable options for implementing specific accommodations in clinical education.
New!
Event Dates:9/3/2025-9/22/2025
Format(s):
Online Conference
Ready to rethink your approach to adult dysphagia? Join us for this online conference that combines need-to-know theory with practical strategies for working with patients with dysphagia.
New!
Event Dates:10/8/2025-10/20/2025
Format(s):
Online Conference
In this online conference, designed specifically for SLPs who work with medically complex children, you will learn to think critically through management of aerodigestive disorders in infants and young children across the continuum of care.
New!
Format(s):
On Demand Webinar
This on demand webinar (available beginning July 26, 2025) will explore how clinical educators in communication sciences and disorders (CSD) programs can implement inclusive, effective, and appropriate accommodations for graduate students with disabilities. The speakers will address the legal framework for accommodations, key principles of inclusivity, and effective use of campus disability support services. The webinar will highlight case examples to explore viable options for implementing specific accommodations in clinical education.
New!
Format(s):
SIG Perspectives
This SIG 1 forum aims to increase speech-language pathologists’ ability to work with neurodiverse clients from various cultural and ethnic backgrounds in an affirming way. The first article discusses intersectionality in the context of neurodiversity affirming services for Black autistic people, while the fourth provides a case study of the experience of autism and communication in an indigenous Yucatec Maya family. The second article examines self-diagnosis in autism and suggests ethical considerations for speech-language pathologists working with this population. The third article examines comprehension of ambiguous pronouns in autistic and non-autistic populations. Finally, the fifth article rounds out the forum by discussing ways that culture may impact naturalistic communication assessments.
New!
Format(s):
SIG Perspectives
This SIG 10 CE activity focuses on three articles that relate to empathy, spirituality, and
emotional intelligence. The first article by Stead, Tinsley, Fryer, Srikant, Micheal,
McCormick, and Telloian explores how simulations using Virtual Dementia Tour might
help speech-language pathology graduate students build empathy and develop
intervention skills. The second article by Arata, Daher, and Hollister investigates comfort
levels of undergraduate students in communication sciences and disorders as they ask
questions related to spiritually responsive care, as well as the effectiveness of spiritual
responsive training to improve comfort levels. Predictors of posttraining change are also
explored. The final article by Lee, Winkelman, and Hooper investigates perspectives of
students, practitioners, and faculty members regarding emotional intelligence (EI) in the
field of communication sciences and disorders, including level of EI exposure, perception
and training of EI concepts, attitude and perceived usefulness of EI, relevance of clinical
practice and personal life, and needs for EI training programs in the field.
New!
Format(s):
On Demand Webinar
This course introduces the ASHA Speech-Language Pathology Assistant (SLPA) Skills Inventory as a tool that SLPs can use to identify and communicate with SLPAs about clinical strengths and opportunities for growth. Routine reflection using the Skills Inventory can support collaborative planning between the SLPA and supervising SLP. Together, they can cultivate excellence in their clinical service delivery. The course will introduce the tool and illustrate its use through case studies.
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2 or more:
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$29.00
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From 1 to 1:
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$29.00
$0.00
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New!
Format(s):
SIG Perspectives
Feeding infants with orofacial clefting presents a unique and complex clinical challenge
requiring individualized care strategies and collaborative practice with providers from a
variety of disciplines. The three articles in this SIG 5 activity collectively emphasize the
importance of clinical expertise, evidence-based, and patient- and family-centered
approaches to feeding interventions for this population.
The first article is a qualitative study which explores the current feeding practices
and training experiences of expert healthcare providers (one registered nurse, one nurse
practitioner, and two speech-language pathologists [SLPs]) who work with infants with
cleft lip and/or palate. Through interviews with the four experienced professionals, the
study reveals significant variation in practice approaches, education pathways, and
challenges in interdisciplinary collaboration. Analysis of their qualitative interviews
reveals four sequential themes, (1) Informal Education and Training, (2) Multidisciplinary
Practice Issues, (3) Clinical Decision Making, and (4) Recommendations. The discussion
highlights that all providers relied most heavily on their clinical experience and had a
desire for more formalized training mechanisms in this specialized area of care.
The second article is a clinical focus piece which highlights the value of
collaborative assessments between Registered Dietitian Nutritionists (RDNs) and SLPs
when working with children with cleft lip and/or palate experiencing feeding and growth
challenges. The authors outline recommended materials, intervention timelines, and
assessment tools to guide joint evaluations. Using frequently asked questions,
resources, and case studies, the article demonstrates how combined evaluations
enhanced patient care by addressing both nutritional needs and feeding skill
development. The authors propose that dyadic visits between RDNs and SLPs support a
more holistic, family-centered approach to feeding intervention for patients with clefts.
The third article is a tutorial to help clinicians determine appropriate feeding
methods and interventions for infants with orofacial clefts. It builds upon the oral
peripheral exam as the critical first step to identifying signs of feeding difficulty in this
population. Authors then review cleft-adapted bottle options, flow rates, and strategies to
ensure sufficient nutritional intake, including nipple and infant positioning, milk
fortification, and others. The article emphasizes individualized intervention, thorough
documentation, and the need for ongoing monitoring. This framework is intended as a
starting point for conducting detailed oral exams, customized feeding plans, and to
effectively communicate feeding techniques and rationales to caregivers.
Feeding infants with orofacial clefting involves more than just managing anatomic
challenges—it demands a coordinated, knowledgeable, and compassionate team effort.
The articles in this activity offer valuable insights into current practices, persistent gaps,
and promising strategies that can guide clinicians toward more consistent, effective, and
family-centered care.
New!
Format(s):
eWorkshop
In this course, three SLPs share their perspectives on working with multilingual students and overcoming challenges and barriers to equitable and effective augmentative and alternative communication (AAC) interventions. The course explores practical strategies, tools, and templates to help SLPs engage students and families, support multiple languages in AAC devices for students who are speaking or nonspeaking, and advocate for affirming practices that center the whole child.
New!
Format(s):
SIG Perspectives
This SIG 10 activity examines naturalistic interventions supporting social communication.
The first article by Harwood, Macaruso, Zuccolo, Tabile, Schiarizzi-Tobin, and Musella
describes a social communication course for autistic students that is embedded in a
postsecondary transition program aiming to enhance academic success and retention
during the first year of college. The second article by Durling, Wilkinson, and Dunleavy
explores how a semester-long performing arts program promotes self-expression and
authentic peer relationships in students with and without developmental disabilities by
supporting important social and communication goals.
New!
Format(s):
SIG Perspectives
The purpose of this SIG 6 study is to determine the differences between self-reported hearing difficulties, response time, and blast exposure history for those with and without auditory processing disorder, which is operationally classified based on abnormal results on behavioral speech-in-noise and binaural-processing assessments. The study also examines factors that contribute to low gain hearing aid benefit.
New!
Format(s):
SIG Perspectives
This SIG 10 activity explores two articles focused on speech-language
pathologists’ roles in literacy. The first article, by Farquharson et al., examines a
feasibility study for developing a free dyslexia diagnostic team in a university speech and
hearing clinic. A team, testing battery, and recruitment plan were created for
implementation during the university’s summer semester. Successes, challenges, and
concerns about the sustainability of the team are discussed. The second article, by Yi
and Erickson, analyzes the occurrence of literacy-related coursework in 50 accredited
speech-language pathology graduate programs selected by stratified random sampling.
Variables investigated included geographical region, Carnegie Classification of research
activity, and the U.S. News & World Report ranking of each program. Trends in literacy
offerings related to these variables are discussed.
New!
Format(s):
On Demand Webinar
Collective bargaining efforts play an important role in addressing many important public policy issues facing audiologists and speech-language pathologists, such as advocating for manageable workloads, workplace conditions, better wages, job security, and professional recognition. This course shares perspectives from a group of audiologists who joined the United Michigan Medicine Allied Professions (UMMAP), a union made up of multiple bargaining units of health care employees spanning across Michigan Medicine (University of Michigan Health).
New!
Format(s):
SIG Perspectives
This collection of three SIG 13 articles offers a comprehensive look into recent
research in pediatric dysphagia assessment and management. In the first article, Julian
Bergen Smith and colleagues' qualitative investigation delves into the practices of
hospital-based speech-language pathologists regarding the use of the side-lying position
during modified barium swallow studies for infants. Next, Britt F. Pados and colleagues’
research focuses on the flow rates of bottle nipples with different thicknesses of barium
and infant formula. Finally, Leann Schow Smith and colleagues' article addresses the
unique challenges and considerations of conducting videofluoroscopic swallow studies
with pediatric patients. Collectively, these articles provide valuable insights and practical
recommendations for clinicians working with at-risk infants and children in various
clinical settings
New!
Format(s):
SIG Perspectives
The purpose of this SIG 1 activity is to shed light on the speech-language pathologist’s
role with regard to students who have developmental language disorder (DLD) and
attention-deficit/hyperactivity disorder (ADHD), as well as to help clinicians understand
the importance and recognize the complexity of incorporating interdisciplinary
collaboration, multilingual and neurodiverse perspectives, and best practice guidelines
into assessment and intervention. In the first article, the authors conduct a retrospective
review to identify the behavioral features that exist together and outside of the diagnoses
of DLD and ADHD, while also reviewing the severity and impact that DLD has on the
behavioral symptoms of ADHD. The second article discusses the importance of
collaboration with psychologists for treatment of students with DLD and/or ADHD and
lays out the best practice guidelines for addressing social communication, selfregulation,
and self-advocacy. The third article provides a tutorial with strategies for how
to adapt therapeutic approaches based on the cognitive profile interpretations of children
with DLD and ADHD. The final article revisits the assessment of students with comorbid
diagnoses of DLD and ADHD and adds the additional and complicated element of
multilingual students, which is a group of students who have not been well represented
and researched.
New!
Format(s):
On Demand Webinar
Drawing on key findings from learning science and andragogy, this course explores effort in adult learning, including the role of cognitive load (the mental effort needed to process new information), ways to engage actively (such as taking notes and asking questions), the importance of reflection, and how lifestyle factors can support (or hinder) your learning efforts.
New!
Format(s):
On Demand Webinar
Drawing on key findings from learning science and andragogy, this course explores how motivation influences adult learning. It covers the value of tapping into intrinsic (internal) motivation, the relationship between motivation and mindset, and the role of a growth mindset when you encounter challenges or difficulties.
New!
Format(s):
On Demand Webinar
Drawing on key findings from learning science and andragogy, this course explores the role of time in adult learning, especially the need to revisit information and skills periodically so they will stick with you long-term. Presenters discuss using spaced repetition (revisiting new information over time) and deliberate practice (using practice opportunities that target new skills rather than just repeating what you already know) in support of learning that sticks.
New!
Format(s):
eWorkshop
This course aims to equip school-based SLPs with knowledge and skills to conduct equitable, culturally responsive assessments for multilingual students. The speaker critically evaluates traditional assessment practices, describes a revised diagnostic framework, and shares strategies to differentiate between language difference and disorder. The course includes short presentations, demonstrations, and opportunities for practice, so you can examine your current assessment procedures, identify areas for improvement, and implement changes that result in linguistically affirming assessment.
New!
Format(s):
SIG Perspectives
The purpose of this SIG 1 forum is to provide clinicians with specific steps that
they can take to promote social justice within the field of speech-language pathology by
exploring cultural flexibility and applying principles of culturally-responsive practice to the
selection of assessment and intervention materials. In the first article, the “culture flex” is
introduced as a mindset shift to enable clinicians to center culture, engage in selfreflection,
and become empowered to enact social justice. The second article leads the
reader in identifying less biased early language assessments for young preterm Black
children. In the third article, the authors provide a tutorial for evaluating ideologies of
“good” languaging in children’s books, and they discuss how to have conversations
about these ideologies in ways that promote justice and lead to humanizing and
affirming learning spaces for children.
New!
Format(s):
On Demand Webinar
By conducting ethnographic interviews during assessment, clinicians can develop more personalized and effective treatment plans that truly fit the needs of the patient, client, or student. This course introduces ethnographic interviewing and explains how it can elicit culturally relevant information about a child's communication development from a family member's perspective, which is critical in determining a disorder and developing a more tailored and effective treatment plan.
New!
Format(s):
eWorkshop
While multiple factors may influence the training of future communication sciences and disorders (CSD) professionals, universities must prepare students to work in a diverse and evolving world. There are many ways to promote essential concepts like cultural humility and inclusive practices within preservice and professional practice. This course offers practical strategies for integrating diverse perspectives, ensuring students develop and utilize the skills necessary to serve diverse populations and foster belonging in professional settings.
New!
Format(s):
eWorkshop
Clinical care in the intensive care unit (ICU) is exceptionally dynamic; patients may present differently day to day, or even hour by hour, and so their lab values and medication needs may fluctuate often. SLPs need to remain extraordinarily aware of changes in these lab values and medications to inform their ongoing assessment and treatment. This course examines classes of medications and lab values, their effects on a patient's presentation, and how they may influence SLP assessment and treatment as well as interprofessional decision-making.
New!
Format(s):
eWorkshop
Patients in the intensive care unit (ICU) often use medical devices and equipment that can affect participation in SLP interventions and care planning. This course reviews lines, tubes, drains, and other medical devices that SLPs may encounter in the ICU. The presenter discusses how medical equipment can impact patient care.
New!
Format(s):
eWorkshop
SLPs need to combine their understanding of physiology with multiple related factors to determine if an instrumental exam is needed, which exam is indicated, when it is needed, and why. Then they must effectively explain recommendations and findings to the patient, family, and other team members. In this course, you'll learn to address the many important factors and improve collaboration, communication, and documentation related to instrumental exams.
New!
Format(s):
eWorkshop
Each adult with dysphagia presents with unique characteristics, each setting provides different challenges, and each treatment team functions in different ways. Therefore, in addition to possessing core knowledge, SLPs need to consider all related factors and apply critical-thinking skills to meet the needs of each patient. In this course, you'll learn to consider these factors through collaboration with the patient, family, and other team members, and enhance communication and documentation of your recommendations.
New!
Format(s):
On Demand Webinar
The Video Head Impulse Test (vHIT) is a diagnostic tool used to assess the function of the balance system, specifically the semicircular canals (SCC) and vestibular-ocular reflex (VOR). This on demand webinar will review the anatomy and physiology of these systems, how the vHIT provides ear-specific data for each SCC, and how the vHIT can help diagnose vestibular hypofunction. The presentation will focus on testing pediatric patients, including test modifications and interpretation considerations.
New!
Format(s):
On Demand Webinar
This on demand webinar will review case history, test battery, and vestibular disease characteristics to aid audiologists in evaluating patients who report dizziness or imbalance. The presenter will discuss how to effectively use diagnostic tests available in the clinic to differentiate between unilateral peripheral conditions.
New!
Format(s):
On Demand Webinar
Historically, much of the curriculum and practice for audiologists has centered around hearing evaluation and management, with less focus on the vestibular system and its complexities. This on demand webinar will help audiologists gain a deeper understanding of vestibular and balance disorders in children, including tools for diagnosis and strategies for management.
New!
Format(s):
On Demand Webinar
This on demand webinar will discuss how to target texting as a rehab goal to enhance communication participation in people with aphasia. The speaker will present current research on texting behaviors of people with aphasia, including tools for evaluating technology usage and texting abilities. The webinar will examine strategies and barriers to successful communication via texting for people with aphasia and their communication partners.
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