CE Courses / School-Based Issues

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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.
Autism and Telepractice
Format(s): SIG Perspectives
This SIG 1 Perspectives activity focuses on how to work with students with autism spectrum disorders (ASD) and their caregivers via telepractice. The first article provides five practical tips for supporting families of children with ASD while implementing effective interventions via various telepractice modalities. The second article reviews the feasibility of implementing telehealth programs related to behavioral interventions for families and their children with ASD. The third article explores the usability of a web-based application of the JASPER social communication intervention. The fourth article discusses the results of a survey completed by speech-language pathologists who utilized telepractice to teach children with autism to access and use augmentative and alternative communication devices. The final article shares current available research related to the barriers of and solutions to conducting telehealth assessment and interventions for families and their students with ASD.
New!
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.
New!
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.
New!
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.
New!
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.
New!
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.
Techniques for Designing Courses, Examining Preferences, and Conducting Experiential Learning
Format(s): SIG Perspectives
Pedagogical practices in communication sciences and disorders have grown thanks in part to innovative techniques from other fields. The articles in this activity each present models that can be successfully incorporated into our discipline. Slavych describes models of backward course design—course development that starts by focusing on learning outcomes before considering content or teaching methods. Squires and Squires introduce best–worst scaling, a method for examining group preferences, and reported on how it can inform admissions practices. Speights Atkins et al. describe models of mentoring undergraduate research experiences and their applications in two communication sciences and disorders research labs. Finally, Perryman et al. examine the effects of a mixed-reality simulation in which actors playing parents interacted through computer avatars with undergraduate students carrying out clinical procedures.
Educational Needs Assessments Within Communication Sciences and Disorders
Format(s): SIG Perspectives
The articles included here examine the current state of education of three topics within our discipline. DeJarnette and Wegner report on the classroom and clinical training that graduate students in speech-language pathology receive in augmentative and alternative communication. Domholdt and Billings identify associations and disconnects within graduate programs’ interests and practices in teaching population health concepts—that is, clinical care regarding communities and large systems. Finally, Tucker et al. examine practicing audiologists’ and speech-language pathologists’ interests in obtaining a research-based PhD in communication sciences and disorders and barriers to starting and completing a doctoral program.
Promoting Mental Health for School-Based Speech-Language Pathologists & Students
Format(s): SIG Perspectives
Upon entering into a new school year, this SIG 16 Perspectives activity highlights some of the realities faced by school-based speech-language pathologists (SLPs) and their students. Across all articles, readers will learn of the challenges that are all too often experienced by SLPs and our students, as well as recommendations for how to increase satisfaction with school-based positions, reduce burnout, and increase the mental health, representation, and motivation of our students. In the first article, the authors (Amir, Jones, Frankel, & Fritzch) report survey results that found that although school-based SLPs are satisfied with their relationships with students, they continue to experience challenges, especially related to caseload/workload and others’ misunderstanding of the roles and responsibilities of the SLP. This article is followed by a tutorial from Marante and Farquharson, in which they provide tips to address some of these challenges and reduce feelings of burnout and overwhelm, providing helpful checklists in the appendices. In the remaining three articles, authors outline ways for school-based SLPs to further support our students. The first of these articles, by Hoff and Unger, describes how to collaborate with mental health providers to address some of the unique social-emotional needs of students who stutter. Harris and Owen Van Horne, in the subsequent article, address how to include more diverse materials within therapy sessions so that the lived experiences of all students are more accurately portrayed and represented. Lastly, Abendroth and Whited discuss ways to support older students who are transitioning into adulthood, giving readers several ideas for how to increase students’ motivation, further develop rapport, and provide models of problem solving and resiliency.
Expanding Educational Opportunities in CSD Programs
Format(s): SIG Perspectives
In this activity, four recent SIG 10 articles are presented. First, Domsch, Stiritz, and Huff utilized a mixed-methods design to examine the cultural awareness of students in communication sciences and disorders (CSD) during and after a study-abroad experience. Next, Franca, Boyer, and Pegoraro-Krook explored activities designed to promote cultural and clinical competence in a collaboration between CSD programs in the United States and Brazil. Then, Veyvoda and Van Cleave reviewed the literature on service-learning and community-engaged learning, described how these approaches could be used in distance-learning modalities, and explored how doing so could be accomplished during and after the COVID-19 pandemic. Finally, Towson et al. studied the effectiveness of coaching paired with the use of a mixed-reality simulator as CSD students practiced interprofessional communication skills in role-play scenarios.
From Education to Incarceration: Empowering SLPs to Break the Cycle (On Demand Webinar)
Format(s): On Demand Webinar
This on demand webinar explores methods and strategies that school-based SLPs can use to improve educational access for populations identified as at-risk for being entangled in the school-to-confinement pipeline. The course supports SLPs in identifying key features and implications of the school-to-confinement pipeline by examining historical, legal, philosophical, and sociocultural factors that contribute to it. The course equips SLPs to increase other educational stakeholders’ awareness of issues pertaining to the school-to-confinement pipeline.
Childhood Maltreatment Consequences on Social Pragmatic and Literacy Skills
Format(s): SIG Perspectives
This activity focuses on the childhood maltreatment consequences on social pragmatic communication. Based on a complex family and social conception of neglect, a logical model illustrating public health services for children experiencing neglect is proposed. The role of speech-language pathology in prevention, policy, and practice is outlined. The importance of assessing the narrative language of children exposed to complex trauma is also emphasized.
Novelty in School-Based Evaluation, Treatment, and Roles
Format(s): SIG Perspectives
This SIG 16 Perspectives activity highlights novel approaches to eligibility decision-making, intervention, and the roles and responsibilities of school-based speech-language pathologists (SLPs). In the first article, the authors present a novel approach to evaluation and eligibility. Farquharson, Coleman, Moore, and Montgomery showcase how SLPs can utilize and apply a design thinking framework when making eligibility recommendations for children with oral and written language disorders. The authors give two sample eligibility predicaments and give examples of five design thinking questions (discovery, interpretation, ideation, experimentation, evolution) for each scenario. In the second article, we learn about a novel approach to intervention. Here, Page and Johnson provide a summary of electropalatographic therapy for the remediation of speech sound disorders. They also systematically reviewed the literature to summarize the extent to which this intervention technique is supported for use with children with Down syndrome. Lastly, the last group of authors discuss novel roles and responsibilities that school-based SLPs may assume. In this article, Seal and Power-deFur discuss the similarities and differences between a fact witness and an expert witness, while also providing school-based professionals with ideas of how to prepare for these roles if called to testify in a special education dispute or civil litigation case.
Collaborative Consultation and Coaching in Schools (On Demand Webinar)
Format(s): On Demand Webinar
Providing effective, efficient, and impactful services to students on our growing caseloads, requires innovation and flexibility with various service delivery options. This on demand webinar uses case examples to illustrate ways SLPs can confidently recommend and implement consultative services to our colleagues and families we work with. The speaker also uses case examples to demonstrate how collaborative consultation and coaching can work with different age groups, severity levels, and intervention targets. The webinar also includes evidence to support the efficacy of consultation, as well as talking points to help build your case for this type of service delivery with administrators, teachers, and families.
Effective Infection Control Strategies in Schools (On Demand Webinar)
Format(s): On Demand Webinar
The COVID-19 pandemic has challenged school personnel to mobilize infection control strategies to protect the health of students, teachers, SLPs, and other school staff. This on demand webinar explores evidence-based strategies to improve infection control and promote health within school settings, with a focus on addressing the special needs of children with speech, language, and hearing considerations.
Assessments, Report Writing, and Student Engagement During Unexpected Times (SIG 16)
Format(s): On Demand Webinar
This course explores considerations, recommendations, strategies, and resources to support school-based SLPs as they navigate the challenges of hybrid and remote instructional models, which many SLPs are now using due to the COVID-19 pandemic. Presenters will discuss practical strategies for conducting assessments in person and via telepractice, recommended language to use within reports and associated documentation, and ideas for increasing student engagement in virtual settings. This course – part of the SIGnature Series – was developed by SIG 16: School-Based Issues.
Coming to the Table: Feeding Support for Children With Medical Complexities
Format(s): eWorkshop
This session—a recorded session from ASHA’s 2020 Schools Connect conference—explores how to use the International Classification of Functioning, Disability and Health (ICF) framework to develop comprehensive feeding support and caregiver training plans for children with complex medical needs. The speaker discusses the multifaceted impact medical complexities have on oral feeding and how the ICF framework can influence the assessment of a child’s feeding needs.
Graduate Education and Ethics in School-Based Practice
Format(s): SIG Perspectives
These Perspectives (SIG 16) articles focus on ethical issues and describe considerations for the development of clinical skills in school-based settings. Readers will reflect upon and learn to resolve common ethical dilemmas, review a model of graduate mentoring from the lens of implementation science, and learn about commonly reported factors that both supervisors and graduate students believe critical within successful school-based internship experiences.
Collaboration in Language, Literacy, and Dysphagia
Format(s): SIG Perspectives
These Perspectives (SIG 16) articles address strategies for working alongside, as well as teaching others, to improve preschool to middle school students’ performance in language, literacy, social skills, and feeding/swallowing abilities, as well as learn how others perceive speech-language pathologists’ efforts in some of these areas.
Imagine More! Interprofessional Practice in School-Based Settings
Format(s): eWorkshop
The Exceptional Children Division, North Carolina Department of Public Instruction (NCDPI), supports and fosters interprofessional practice between the disciplines of speech-language pathology, occupational therapy, and physical therapy. This presentation outlines how a team began this work and used the principles of implementation science to promote best practice in districts/LEAs throughout North Carolina. Several applications to statewide initiatives are presented. This course was presented and recorded at the 2019 ASHA Convention.
Supporting Children and Families Transitioning Out of Early Intervention
Format(s): eWorkshop
Transitioning out of early intervention services can be confusing for families and professionals who support them; the process is often fraught with misconceptions about requirements, entrenched practices, and emotional reactions. This session discusses the regulations related to transitioning out of IDEA Part C services and identifies evidence-based, family-centered, and responsive practices that can help SLPs effectively collaborate with young children, their families, and other professionals for smooth and successful transitions. This course is a recorded session from the 2019 online conference “Birth to Three: Working Together to Serve Children and Their Families.”
Providing Early Intervention Services Under IDEA Part C: Requirements for SLPs
Format(s): eWorkshop
This session examines the basic components and requirements of Part C (Early Intervention) of the Individuals with Disabilities Education Act (IDEA) and discusses the elements of the regulation as they apply to speech-language pathologists. This course is a recorded session from the 2019 online conference “Birth to Three: Working Together to Serve Children and Their Families.”
Assessing Preschool Children With Challenging Behaviors
Format(s): eWorkshop
Effectively assessing preschool children with emotional and behavioral difficulties can be challenging for SLPs. Typical testing protocols do not always work well with this population, meaning many preschool children with behavioral and emotional needs are not appropriately identified in order to receive much-needed speech-language and other services. This session explores the connections among social, emotional, behavior, and communication difficulties as well as discuss formal and informal assessment that are appropriate for this population. This course is a recorded session from the 2019/2020 online conference “Innovative Methods for Preschool Assessment, Collaboration, and Treatment.”
Multi-Tiered Systems of Support and the SLP: Modern Applications in Schools (On Demand Webinar)
Format(s): On Demand Webinar
This on demand webinar reviews the evolution of multi-tiered systems of support (MTSS), examines myths and misunderstandings about this service delivery context, and discusses the essential components of thorough implementation. Presenter Maureen Staskowski highlights the differences among MTSS, RTI, and “treating students off-caseload” and discusses using MTSS to help students with both decoding and language comprehension in the framework of the Simple View of Reading. Lastly, the presenter shares tips for coping with workload issues related to MTSS and advocating for SLPs’ contributions to raising student outcomes using MTSS.
Using Interactive Whiteboards for Fun, Functional Intervention  (On Demand Webinar)
Format(s): On Demand Webinar
This on demand webinar will discuss and demonstrate interactive whiteboard technologies as an exciting and impactful way to provide meaningful intervention experiences to school-age children and adolescents. The speaker will share creative ideas and specific examples on how to use Promethean and Smart boards in a fun and functional manner.
Issues in the School Setting
Format(s): SIG Perspectives
These Perspectives (SIG 16) addresses important issues for the speech-language pathologist (SLP) in working in the school setting, including assessing bilingual students, grammar interventions for school-aged students, the comfort level of SLPs when working with students with attention-deficit/hyperactivity disorder, and the impact of professional development on literacy knowledge and practice.
Clinical and Research Implications for School-Based Services SIG 16
Format(s): SIG Perspectives
These Perspectives (SIG 16) articles address important issues for the speech-language pathologist working in the school setting. Topics include fostering preschoolers’ emergent literacy, supporting children with traumatic brain injury, collaborating with school psychologists, and providing classroom-based services in middle school.
Cultivating Student Success Through Effective Service Delivery
Format(s): Streaming Video
School-based SLPs strive to support their students’ success in school. Two critical components of fostering academic success are: (1) provision of services that address the curriculum and (2) collaboration with teachers to make that happen. This video course will present strategies to address both of these essential activities in the context of elementary, middle, and high school settings, including examples of effective collaboration and ideas for overcoming common barriers.
Best Seller
Ethically and Legally Defensible Speech-Language Services in Public Schools (On Demand Webinar)
Format(s): On Demand Webinar
This webinar examines legal cases from around the U.S. that address common challenges that school-based SLPs face when making recommendations and providing services. The course incorporates the ASHA Code of Ethics to highlight relevant ethical principles and also reviews conflict resolution steps to facilitate work relationships that benefit student services.
Strategies for Engaging in Difficult Conversations in the School Setting (On Demand Webinar)
Format(s): On Demand Webinar
Speech-language pathologists in the school setting frequently encounter challenging conversations and/or conversational partners – including parents, colleagues, and administrators. In this webinar, speaker Gail Richard discusses strategies for conversing with confidence and introduces a template tool SLPs can use when preparing for a difficult conversation. Finally, the webinar presents various scenarios and offers suggestions for engaging in different types of difficult discussions.
Identifying Student Strengths
Format(s): Micro Course
SLPs often operate from a deficits perspective due to the practical need to focus on assessment and qualification for services. In this course – which is broken into six 5-minute blocks – the presenter will demonstrate how to focus on students’ communicative strengths in order to build rapport with students and foster positive, collaborative relationships with other stakeholders. Then the presenter will guide you through actionable steps to practice using a series of checklists to identify a student’s strengths and reflect on the results.
Building on Student Strengths
Format(s): Micro Course
Dynamic assessment, which seeks to identify a child’s individual skills and learning potential, can be a useful but labor-intensive process. In this course – which is broken into six 5-minute activities – the presenter will demonstrate how you can efficiently collect data through dynamic assessment using the META (Match – Extend – Try it – Assess) Map tool to extend and expand on the student’s communicative strengths. Then the presenter will guide you through actionable steps to use the tool and reflect on the results.
Writing Strengths-Based Goals for Students
Format(s): Micro Course
Writing meaningful social communication goals can be difficult, but using a strengths-based framework can make it a bit easier. In this course – which is broken into six 5-minute activities – the presenter will utilize a goals rubric to help school SLPs write meaningful and measurable social communication goals that support independence and engagement as long-term objectives. Then the presenter will guide you through actionable steps to use the rubric to write student goals and reflect on the outcomes.
Empowering Paraeducators
Format(s): Micro Course
Paraeducators are consistent communication partners who can be powerful extenders to support long-term student goals like independence and engagement. In this course – which is broken into six 5-minute activities – the presenter will demonstrate an observational process school SLPs can use to support effective collaboration with paraeducators to increase students’ generalization of communication skills. Then the presenter will guide you through actionable steps to put the process into practice and reflect on the outcomes.
Best Seller
Multi-Tiered Systems of Support: What SLPs Need to Know
Format(s): On Demand Webinar
Since 2004, Response to Intervention (RTI) has been implemented in varying degrees across the United States. Recently, RTI has shifted to Multi-Tiered Systems of Support (MTSS), which are more encompassing systems for supporting all learners. This webinar will explain MTSS and how SLPs can provide supports for students who are struggling with speech and language development in an academic setting.
Counseling and Support for Students With Hearing Loss
Format(s): eWorkshop
This course includes two recorded sessions from the online conference “Audiology 2016: Collaborative Strategies for Students With Hearing Loss.” These sessions focus on the transition from secondary school settings to post-secondary and vocational settings, counseling for self-advocacy, and social and emotional outcomes in children and teens with hearing loss. The conference included a total of 15 sessions, with the broad goal of providing practitioners practical, outcome-driven strategies, new information, and resources to help bridge the gap between children and teens with hearing loss, their families, and the educational and medical providers who support them. The two sessions in this course are:
Best Seller
Helping Students With Hearing Loss Access Learning
Format(s): eWorkshop
This course includes three recorded sessions from the online conference “Audiology 2016: Collaborative Strategies for Students With Hearing Loss.” These sessions focus on the significance of acoustic accessibility as well as challenges to and potential solutions for achieving it. Universal Design for Learning (UDL) is also discussed. The conference included a total of 15 sessions, with the broad goal of providing practitioners practical, outcome-driven strategies, new information, and resources to help bridge the gap between children and teens with hearing loss, their families, and the educational and medical providers who support them. The three sessions in this course are:
Professional Issues in Educational Audiology Service Delivery
Format(s): eWorkshop
This course includes three recorded sessions from the online conference “Audiology 2016: Collaborative Strategies for Students With Hearing Loss.” These sessions focus on professional issues in educational audiology, including current educational policy initiatives and their impact on students with hearing loss; strategies and resources for the transition process from family-centered to center-based, student-driven services; and tools and strategies for defining and articulating your value as an audiologist working with students with hearing loss. The conference included a total of 15 sessions, with the broad goal of providing practitioners practical, outcome-driven strategies, new information, and resources to help bridge the gap between children and teens with hearing loss, their families, and the educational and medical providers who support them. The three sessions in this course are:
Technology for Students With Hearing Loss
Format(s): eWorkshop
This course includes three recorded sessions from the online conference “Audiology 2016: Collaborative Strategies for Students With Hearing Loss.” Two sessions focus on strategies and tools to promote positive outcomes for students with hearing aids and cochlear implants. One session discusses how to leverage touch technology as intervention and communication tools for students who are deaf or hard of hearing. The conference included a total of 15 sessions, with the broad goal of providing practitioners practical, outcome-driven strategies, new information, and resources to help bridge the gap between children and teens with hearing loss, their families, and the educational and medical providers who support them. The three sessions in this course are:

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