CEU Courses for SLPs

Adolescents often face social-emotional challenges such as managing peer pressure, identity development, and heightened anxiety. How these challenges impact communication, relationships, and daily functioning are discussed in this course. Collaboration opportunities and strategies to support teens in navigating emotional regulation, self-awareness, and effective communication in both academic and personal settings are also described.

Introductory information on Cerebellar Cognitive Affective Syndrome (CCAS) is provided in this course. Related neuroanatomy, symptom profile, and clinical considerations for treatment are described.

The impact of intergenerational trauma on child language development and related areas are examined in this course, highlighting the importance of recognizing these effects. Using the International Classification of Functioning, Disability, and Health - Children & Youth Version (ICF-CY) framework, evidence-based strategies for creating supportive, inclusive environments and delivering holistic treatment for affected children while considering specific cultural contexts are described.

This course discusses how SLPs can navigate scenarios when patients decline conventional dysphagia recommendations. How to discuss goals of care with patients and caregivers, compare conventional and palliative dysphagia management techniques, and use a decision tree for real-world guidance, leading to two distinct care pathways are also described.

Artificial Intelligence (AI) technology is rapidly improving and the implications for how it can be applied to speech-language pathologists to develop targeted activities for various therapeutic goals, case management, and assessment considerations have growing potential. Ethical considerations for integrating AI into practice and practical tips for immediate implementation are discussed in this course.

Spelling is a language-based skill that falls under the scope of a speech-language pathologist (SLP); however, most SLPs lack confidence to assess spelling. How to identify the linguistic features of morphology, phonology, etymology, and orthography in a student’s writing sample and create goals to address the linguistic defects that negatively impact spelling are described in this course.

The rationale for using the BIMS assessment tool and its relationship to the Minimum Data Set (MDS) assessment are described in this course. A demonstration of accurate administration of the BIMS, including effective scoring, is provided. Case studies are utilized to illustrate appropriate selection of screening and assessment measures for patients in cognitive decline.

People with aphasia need motivating ways to fight social isolation and improve communication. Therapeutic aphasia games can address these needs by making practice more fun and engaging, especially in group contexts. This course reviews existing early-stage aphasia games research. It also describes aphasia rehabilitation and game design principles SLPs can use to develop and adapt their own therapeutic games.

This course is designed for those who already have a basic understanding of the linguistic basis of spelling. Participants will transcribe phonemes and phones using the International Phonetic Alphabet (IPA), build awareness that syllable division in written form may obscure the structure and meaning of a word, classify the types of bases, and describe what letters are doing in words when they aren’t representing a sound.

This is Part 1 of a two-part series. Diagnostic criteria for recommending stuttering treatment is reviewed in this course. The importance of treatment in an age of greater acceptance is also discussed.