CEU Courses for SLPs

An overview of motor learning principles relevant to speech sound disorders, including principles related to structuring practice conditions and feedback, is provided in this course. Evidence from the literature is presented, and specific ways to incorporate these principles into both acquisition and retention phases of intervention are described.

Needs and challenges of students with traumatic brain injury (TBI) related to the return-to-learn process and long-term management are described in this course. SLPs' role in the TBI interdisciplinary team, and their ability to provide support for this population by capitalizing on the skills and techniques they already use in daily clinical practice, are also discussed.

Interprofessional collaborative practice (IPCP) for children with childhood apraxia of speech (CAS) and co-occurring motor coordination difficulties is explored in this course. A case-based approach is used to highlight the clinical significance of IPCP in effectively treating the speech, language, and motor impairments typically observed in this population.

Determining when to discharge a patient from dysphagia therapy is challenging. Clinician-driven and patient-driven factors to consider when determining if it is time to discontinue therapy are discussed in this course, and evidence related to timelines for swallowing improvement is presented.

This is Part 1 of a two-part course. Categorization of users of augmentative/alternative communication (AAC) to determine an appropriate path for intervention is discussed in this course. Three communicator categories and a tool to assist in determining an AAC communicator's profile based on prognostic indicators and linguistic skills are described.

This is Part 1 in a three-part series on private practice. This course discusses important considerations and provides tools and resources to help SLPs determine if private practice is right for them. Private practice options and methods for setting SMART (Specific, Measurable, Achievable, Relevant, and Time-Bound) goals to kickstart business ideas are also described. (Part 2: 10646)

This course describes how to document augmentative/alternative communication (AAC) assessment outcomes and treatment planning for adult clients, in order to obtain funding of a speech-generating device (SGD) via Medicare or other third-party payers. Medicare SGD coverage, access methods to assess, required evaluation report elements, and client competencies to target in goals and treatment are discussed.

Autism spectrum disorder, neurodiversity and neurodiversity culture, along with therapists' roles in the diagnostic process and evidence-based intervention strategies are focused on in this course. This is Part 1 of a 2-part series. (Part 2: Course 10545)

Case studies that demonstrate evidence-based intervention strategies applicable to occupational therapists, physical therapists, and speech-­language pathologists who work with autistic children and their families are presented in this course. The course focuses on patient and family-centered goals and treatment approaches, including parent coaching, that facilitate the engagement necessary to learn new skills. This is Part 2 of a 2-part series. (Part 1: Course 10543)

An overview of auditory processing disorder (APD) specific to school-age children in classroom settings is provided in this course. Red flags, referrals and diagnosis, and different types of supports and practical interventions are discussed.