State Requirement Info
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1
https://www.speechpathology.com/slp-ceus/course/collaborative-goal-setting-with-individuals-10572
Collaborative Goal Setting with Individuals with Traumatic Brain Injury and Their Care Partners, Part 2
This is Part 2 of a two-part series. Evidence from the literature that supports incorporation of patient and care partner needs and priorities into clinical goal setting and functional therapeutic interventions for individuals with traumatic brain injury (TBI) is discussed in this course. Case studies are presented to demonstrate the application of these patient-centered practices.
auditory, textual, visual
129
USD
Subscription
Unlimited COURSE Access for $129/year
OnlineOnly
SpeechPathology.com
www.speechpathology.com
Collaborative Goal Setting with Individuals with Traumatic Brain Injury and Their Care Partners, Part 2
This is Part 2 of a two-part series. Evidence from the literature that supports incorporation of patient and care partner needs and priorities into clinical goal setting and functional therapeutic interventions for individuals with traumatic brain injury (TBI) is discussed in this course. Case studies are presented to demonstrate the application of these patient-centered practices.
10572
Online
PT60M
Collaborative Goal Setting with Individuals with Traumatic Brain Injury and Their Care Partners, Part 2
Presented by Erin O. Mattingly, MA, CCC-SLP, CBIS, Jessica Brown, PhD, CCC-SLP, Jessica A. Brown, PhD, CCC-SLP
Course: #10572Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; Calif SLPAB/1.0; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This is Part 2 of a two-part series. Evidence from the literature that supports incorporation of patient and care partner needs and priorities into clinical goal setting and functional therapeutic interventions for individuals with traumatic brain injury (TBI) is discussed in this course. Case studies are presented to demonstrate the application of these patient-centered practices.
2
https://www.speechpathology.com/slp-ceus/course/culturally-responsive-accent-management-beyond-10570
Culturally-Responsive Accent Management: Beyond Controversy
The Comprehensive Assessment of Articulation and Intelligibility (CAAI), a research-based, data-driven approach to accent management, and its use in screening, assessment, goal setting, and progress monitoring are described in this course. The need for cultural responsiveness, bias awareness and adherence to principles of anti-racist communication when providing these services is also discussed.
auditory, textual, visual
129
USD
Subscription
Unlimited COURSE Access for $129/year
OnlineOnly
SpeechPathology.com
www.speechpathology.com
Culturally-Responsive Accent Management: Beyond Controversy
The Comprehensive Assessment of Articulation and Intelligibility (CAAI), a research-based, data-driven approach to accent management, and its use in screening, assessment, goal setting, and progress monitoring are described in this course. The need for cultural responsiveness, bias awareness and adherence to principles of anti-racist communication when providing these services is also discussed.
10570
Online
PT90M
Culturally-Responsive Accent Management: Beyond Controversy
Presented by Amee P. Shah, PhD, CCC-SLP
Course: #10570Level: Introductory1.5 Hours
ASHA/0.15 Introductory, Professional; Calif SLPAB/1.5; IACET/0.2; Kansas LTS-S1370/1.5; SAC/1.5
The Comprehensive Assessment of Articulation and Intelligibility (CAAI), a research-based, data-driven approach to accent management, and its use in screening, assessment, goal setting, and progress monitoring are described in this course. The need for cultural responsiveness, bias awareness and adherence to principles of anti-racist communication when providing these services is also discussed.
3
https://www.speechpathology.com/slp-ceus/course/collaborative-goal-setting-with-individuals-10558
Collaborative Goal Setting with Individuals with Traumatic Brain Injury and Their Care Partners, Part 1
This is Part 1 of a two-part series. Transdisciplinary models of care for individuals with traumatic brain injury (TBI) are described in this course. The importance of including individuals with TBI and their care partners in therapeutic decision-making is discussed, and research related to holistic practices, mental health supports and return-to-life services for clients/care partners is presented. (Part 2: Course 10572)
auditory, textual, visual
129
USD
Subscription
Unlimited COURSE Access for $129/year
OnlineOnly
SpeechPathology.com
www.speechpathology.com
Collaborative Goal Setting with Individuals with Traumatic Brain Injury and Their Care Partners, Part 1
This is Part 1 of a two-part series. Transdisciplinary models of care for individuals with traumatic brain injury (TBI) are described in this course. The importance of including individuals with TBI and their care partners in therapeutic decision-making is discussed, and research related to holistic practices, mental health supports and return-to-life services for clients/care partners is presented. (Part 2: Course 10572)
10558
Online
PT60M
Collaborative Goal Setting with Individuals with Traumatic Brain Injury and Their Care Partners, Part 1
Presented by Erin O. Mattingly, MA, CCC-SLP, CBIS, Jessica Brown, PhD, CCC-SLP, Jessica A. Brown, PhD, CCC-SLP
Course: #10558Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; Calif SLPAB/1.0; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This is Part 1 of a two-part series. Transdisciplinary models of care for individuals with traumatic brain injury (TBI) are described in this course. The importance of including individuals with TBI and their care partners in therapeutic decision-making is discussed, and research related to holistic practices, mental health supports and return-to-life services for clients/care partners is presented. (Part 2: Course 10572)
4
https://www.speechpathology.com/slp-ceus/course/20q-principles-motor-learning-and-10573
20Q: Principles of Motor Learning and Intervention for Speech Sound Disorders
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.
textual, visual
129
USD
Subscription
Unlimited COURSE Access for $129/year
OnlineOnly
SpeechPathology.com
www.speechpathology.com
20Q: Principles of Motor Learning and Intervention for Speech Sound Disorders
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.
10573
Online
PT60M
20Q: Principles of Motor Learning and Intervention for Speech Sound Disorders
Presented by Carol Koch, EdD, CCC-SLP, ASHA Fellow, BCS-CL
Course: #10573Level: Intermediate1 Hour
AG Bell - LSLS/1.0 Domain 3; ASHA/0.1 Intermediate, Professional; Calif SLPAB/1.0; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
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.
5
https://www.speechpathology.com/slp-ceus/course/supporting-students-with-traumatic-brain-10577
Supporting Students with Traumatic Brain Injury
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.
auditory, textual, visual
129
USD
Subscription
Unlimited COURSE Access for $129/year
OnlineOnly
SpeechPathology.com
www.speechpathology.com
Supporting Students with Traumatic Brain Injury
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.
10577
Online
PT60M
Supporting Students with Traumatic Brain Injury
Presented by Angela Hein Ciccia, PhD, CCC-SLP
Course: #10577Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; Calif SLPAB/1.0; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
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.
6
https://www.speechpathology.com/slp-ceus/course/childhood-apraxia-speech-improving-treatment-10556
Childhood Apraxia of Speech: Improving Treatment Outcomes with Interprofessional Collaboration
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.
auditory, textual, visual
129
USD
Subscription
Unlimited COURSE Access for $129/year
OnlineOnly
SpeechPathology.com
www.speechpathology.com
Childhood Apraxia of Speech: Improving Treatment Outcomes with Interprofessional Collaboration
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.
10556
Online
PT60M
Childhood Apraxia of Speech: Improving Treatment Outcomes with Interprofessional Collaboration
Presented by Kimberly Allyn Farinella, PhD, CCC-SLP
Course: #10556Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; Calif SLPAB/1.0; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
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.
7
https://www.speechpathology.com/slp-ceus/course/dysphagia-treatment-when-to-discharge-10550
Dysphagia Treatment: When to Discharge a Patient
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.
auditory, textual, visual
129
USD
Subscription
Unlimited COURSE Access for $129/year
OnlineOnly
SpeechPathology.com
www.speechpathology.com
Dysphagia Treatment: When to Discharge a Patient
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.
10550
Online
PT60M
Dysphagia Treatment: When to Discharge a Patient
Presented by Debra M. Suiter, PhD, CCC-SLP, BCS-S
Course: #10550Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; Calif SLPAB/1.0; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
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.
8
https://www.speechpathology.com/slp-ceus/course/aac-communicator-profile-10553
AAC Communicator Profile
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.
auditory, textual, visual
129
USD
Subscription
Unlimited COURSE Access for $129/year
OnlineOnly
SpeechPathology.com
www.speechpathology.com
AAC Communicator Profile
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.
10553
Online
PT60M
AAC Communicator Profile
Presented by Trina Becker, MS, CCC-SLP, Beth Bergstrom, MS, CCC-SLP
Course: #10553Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; Calif SLPAB/1.0; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
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.
9
https://www.speechpathology.com/slp-ceus/course/private-practice-right-for-me-10540
Is Private Practice Right for Me: Things to Consider Before Embarking on Your Journey
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)
auditory, textual, visual
129
USD
Subscription
Unlimited COURSE Access for $129/year
OnlineOnly
SpeechPathology.com
www.speechpathology.com
Is Private Practice Right for Me: Things to Consider Before Embarking on Your Journey
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)
10540
Online
PT60M
Is Private Practice Right for Me: Things to Consider Before Embarking on Your Journey
Presented by Sonia Sethi Kohli, MS, CCC-SLP, Adrienne Wallace, MBA, MS, CCC-SLP
Course: #10540Level: Introductory1 Hour
ASHA/0.1 Introductory, Related; IACET/0.1; SAC/1.0
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)
10
https://www.speechpathology.com/slp-ceus/course/aac-taking-omg-out-report-10536
AAC: Taking the ‘OMG’ out of Report Writing and Treatment Planning
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.
auditory, textual, visual
129
USD
Subscription
Unlimited COURSE Access for $129/year
OnlineOnly
SpeechPathology.com
www.speechpathology.com
AAC: Taking the ‘OMG’ out of Report Writing and Treatment Planning
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.
10536
Online
PT90M
AAC: Taking the ‘OMG’ out of Report Writing and Treatment Planning
Presented by Kim Winter, MA, CCC-SLP
Course: #10536Level: Intermediate1.5 Hours
ASHA/0.15 Intermediate, Professional; Calif SLPAB/1.5; IACET/0.2; Kansas LTS-S1370/1.5; SAC/1.5
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.