State Requirement Info
19 courses found
1
https://www.speechpathology.com/slp-ceus/course/assessment-of-autism-differentiation-considerations-10894
Assessment of Autism: Differentiation Consideration
This is Part 2 of a two-part series. Factors that should be considered when differentiating Autism Spectrum Disorders (ASD) from Attention Deficit/Hyperactivity Disorder (ADHD), Intellectual Disability, Emotional Disability, and Speech-Language Impairment are described in this course. Important questions and critical data that support an accurate diagnosis or classification are also discussed.
auditory, textual, visual
129
USD
Subscription
Unlimited COURSE Access for $129/year
OnlineOnly
SpeechPathology.com
www.speechpathology.com
Assessment of Autism: Differentiation Consideration
This is Part 2 of a two-part series. Factors that should be considered when differentiating Autism Spectrum Disorders (ASD) from Attention Deficit/Hyperactivity Disorder (ADHD), Intellectual Disability, Emotional Disability, and Speech-Language Impairment are described in this course. Important questions and critical data that support an accurate diagnosis or classification are also discussed.
10894
Online
PT60M
Assessment of Autism: Differentiation Consideration
Presented by Angie Neal, MS, CCC-SLP
Course: #10894Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; Calif SLPAB/1.0; IACET/0.1; IBCCES/1.0; Kansas LTS-S1370/1.0; SAC/1.0
This is Part 2 of a two-part series. Factors that should be considered when differentiating Autism Spectrum Disorders (ASD) from Attention Deficit/Hyperactivity Disorder (ADHD), Intellectual Disability, Emotional Disability, and Speech-Language Impairment are described in this course. Important questions and critical data that support an accurate diagnosis or classification are also discussed.
2
https://www.speechpathology.com/slp-ceus/course/assessment-of-autism-10893
Assessment of Autism: What the Words Mean (and Why That’s Important)
This is Part 1 of a two-part series. Key terms that all evaluation partners need to be knowledgeable about are described. The importance of using those key terms for an accurate diagnosis or classification is discussed.
auditory, textual, visual
129
USD
Subscription
Unlimited COURSE Access for $129/year
OnlineOnly
SpeechPathology.com
www.speechpathology.com
Assessment of Autism: What the Words Mean (and Why That’s Important)
This is Part 1 of a two-part series. Key terms that all evaluation partners need to be knowledgeable about are described. The importance of using those key terms for an accurate diagnosis or classification is discussed.
10893
Online
PT60M
Assessment of Autism: What the Words Mean (and Why That’s Important)
Presented by Angie Neal, MS, CCC-SLP
Course: #10893Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; Calif SLPAB/1.0; IACET/0.1; IBCCES/1.0; Kansas LTS-S1370/1.0; SAC/1.0
This is Part 1 of a two-part series. Key terms that all evaluation partners need to be knowledgeable about are described. The importance of using those key terms for an accurate diagnosis or classification is discussed.
3
https://www.speechpathology.com/slp-ceus/course/reading-comprehension-and-slp-contributions-10764
Reading Comprehension and the SLP: Contributions of Language
This is Part 2 of a two-part series. The connections between reading comprehension and areas of language such as vocabulary, morphosyntax and social communication are described in this course. Implications for intervention/instruction and collaboration with educators are also discussed.
auditory, textual, visual
129
USD
Subscription
Unlimited COURSE Access for $129/year
OnlineOnly
SpeechPathology.com
www.speechpathology.com
Reading Comprehension and the SLP: Contributions of Language
This is Part 2 of a two-part series. The connections between reading comprehension and areas of language such as vocabulary, morphosyntax and social communication are described in this course. Implications for intervention/instruction and collaboration with educators are also discussed.
10764
Online
PT60M
Reading Comprehension and the SLP: Contributions of Language
Presented by Angie Neal, MS, CCC-SLP
Course: #10764Level: 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. The connections between reading comprehension and areas of language such as vocabulary, morphosyntax and social communication are described in this course. Implications for intervention/instruction and collaboration with educators are also discussed.
4
https://www.speechpathology.com/slp-ceus/course/reading-comprehension-and-slp-foundational-10763
Reading Comprehension and the SLP: Foundational Understanding
This is Part 1 of a two-part series. This course provides SLPs with foundational knowledge needed to directly address and collaboratively support reading comprehension across all grade levels. Models of language and reading comprehension, comprehension processes vs. products, instruction in comprehension skills vs. strategies, factors in reading comprehension difficulties, and connections to general education are discussed.
auditory, textual, visual
129
USD
Subscription
Unlimited COURSE Access for $129/year
OnlineOnly
SpeechPathology.com
www.speechpathology.com
Reading Comprehension and the SLP: Foundational Understanding
This is Part 1 of a two-part series. This course provides SLPs with foundational knowledge needed to directly address and collaboratively support reading comprehension across all grade levels. Models of language and reading comprehension, comprehension processes vs. products, instruction in comprehension skills vs. strategies, factors in reading comprehension difficulties, and connections to general education are discussed.
10763
Online
PT60M
Reading Comprehension and the SLP: Foundational Understanding
Presented by Angie Neal, MS, CCC-SLP
Course: #10763Level: 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. This course provides SLPs with foundational knowledge needed to directly address and collaboratively support reading comprehension across all grade levels. Models of language and reading comprehension, comprehension processes vs. products, instruction in comprehension skills vs. strategies, factors in reading comprehension difficulties, and connections to general education are discussed.
5
https://www.speechpathology.com/slp-ceus/course/play-talk-read-connection-between-10708
Play, Talk, Read: The Connection Between Play, Language, and Academic Success
Children learn to read through play and language-rich environments well before they are taught the first letter. However, as play is disappearing, children are entering school without critical skills necessary for academic success. Connections between play, literacy and academic readiness and strategies for facilitating play and language-rich environments are discussed in this course.
auditory, textual, visual
129
USD
Subscription
Unlimited COURSE Access for $129/year
OnlineOnly
SpeechPathology.com
www.speechpathology.com
Play, Talk, Read: The Connection Between Play, Language, and Academic Success
Children learn to read through play and language-rich environments well before they are taught the first letter. However, as play is disappearing, children are entering school without critical skills necessary for academic success. Connections between play, literacy and academic readiness and strategies for facilitating play and language-rich environments are discussed in this course.
10708
Online
PT90M
Play, Talk, Read: The Connection Between Play, Language, and Academic Success
Presented by Angie Neal, MS, CCC-SLP
Course: #10708Level: Intermediate1.5 Hours
ASHA/0.15 Intermediate, Professional; Calif SLPAB/1.5; IACET/0.2; Kansas LTS-S1370/1.5; SAC/1.5
Children learn to read through play and language-rich environments well before they are taught the first letter. However, as play is disappearing, children are entering school without critical skills necessary for academic success. Connections between play, literacy and academic readiness and strategies for facilitating play and language-rich environments are discussed in this course.
6
https://www.speechpathology.com/slp-ceus/course/morphology-and-syntax-case-for-10644
Morphology and Syntax: The Case for Improving Outcomes
The importance of assessment and intervention targeting morphology and syntax and the subsequent impact on student literacy outcomes are discussed in this course. Assessment tools and treatment activities that address these areas, as well as cultural and linguistic diversity considerations, are described.
auditory, textual, visual
129
USD
Subscription
Unlimited COURSE Access for $129/year
OnlineOnly
SpeechPathology.com
www.speechpathology.com
Morphology and Syntax: The Case for Improving Outcomes
The importance of assessment and intervention targeting morphology and syntax and the subsequent impact on student literacy outcomes are discussed in this course. Assessment tools and treatment activities that address these areas, as well as cultural and linguistic diversity considerations, are described.
10644
Online
PT60M
Morphology and Syntax: The Case for Improving Outcomes
Presented by Angie Neal, MS, CCC-SLP
Course: #10644Level: 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
The importance of assessment and intervention targeting morphology and syntax and the subsequent impact on student literacy outcomes are discussed in this course. Assessment tools and treatment activities that address these areas, as well as cultural and linguistic diversity considerations, are described.
7
https://www.speechpathology.com/slp-ceus/course/standardized-assessment-limitations-part-two-10258
Standardized Assessment Limitations: Part 2
This is Part 2 of a two-part series. This course discusses evidence-based options for assessment that can be used as alternatives to standardized assessments, in order to determine the presence of a disability under the Individuals with Disabilities Education Act (IDEA). Methods of collecting and using assessment data to write effective treatment goals are also described.
auditory, textual, visual
129
USD
Subscription
Unlimited COURSE Access for $129/year
OnlineOnly
SpeechPathology.com
www.speechpathology.com
Standardized Assessment Limitations: Part 2
This is Part 2 of a two-part series. This course discusses evidence-based options for assessment that can be used as alternatives to standardized assessments, in order to determine the presence of a disability under the Individuals with Disabilities Education Act (IDEA). Methods of collecting and using assessment data to write effective treatment goals are also described.
10258
Online
PT90M
Standardized Assessment Limitations: Part 2
Presented by Angie Neal, MS, CCC-SLP
Course: #10258Level: Intermediate1.5 Hours
ASHA/0.15 Intermediate, Professional; Calif SLPAB/1.5; IACET/0.2; Kansas LTS-S1370/1.5; SAC/1.5
This is Part 2 of a two-part series. This course discusses evidence-based options for assessment that can be used as alternatives to standardized assessments, in order to determine the presence of a disability under the Individuals with Disabilities Education Act (IDEA). Methods of collecting and using assessment data to write effective treatment goals are also described.
8
https://www.speechpathology.com/slp-ceus/course/standardized-assessment-limitations-part-1-10257
Standardized Assessment Limitations: Part 1
This is Part 1 of a two-part series. Specific features of assessment tools that facilitate accurate identification of disability, the limitations of standardized assessments for this purpose, and implications for determining eligibility under the Individuals with Disabilities Education Act (IDEA) are described in this course.
auditory, textual, visual
129
USD
Subscription
Unlimited COURSE Access for $129/year
OnlineOnly
SpeechPathology.com
www.speechpathology.com
Standardized Assessment Limitations: Part 1
This is Part 1 of a two-part series. Specific features of assessment tools that facilitate accurate identification of disability, the limitations of standardized assessments for this purpose, and implications for determining eligibility under the Individuals with Disabilities Education Act (IDEA) are described in this course.
10257
Online
PT90M
Standardized Assessment Limitations: Part 1
Presented by Angie Neal, MS, CCC-SLP
Course: #10257Level: Intermediate1.5 Hours
ASHA/0.15 Intermediate, Professional; Calif SLPAB/1.5; IACET/0.2; Kansas LTS-S1370/1.5; SAC/1.5
This is Part 1 of a two-part series. Specific features of assessment tools that facilitate accurate identification of disability, the limitations of standardized assessments for this purpose, and implications for determining eligibility under the Individuals with Disabilities Education Act (IDEA) are described in this course.
9
https://www.speechpathology.com/slp-ceus/course/school-based-slps-our-caseloads-10205
School-based SLPs: Are Our Caseloads Really That High?
This course helps school-based SLPs look at their caseloads through the lens of eligibility under the requirements of the Individuals with Disabilities Education Act (IDEA). It discusses factors impacting caseload, the consequences of inappropriate identification, and potential solutions to high caseloads.
auditory, textual, visual
129
USD
Subscription
Unlimited COURSE Access for $129/year
OnlineOnly
SpeechPathology.com
www.speechpathology.com
School-based SLPs: Are Our Caseloads Really That High?
This course helps school-based SLPs look at their caseloads through the lens of eligibility under the requirements of the Individuals with Disabilities Education Act (IDEA). It discusses factors impacting caseload, the consequences of inappropriate identification, and potential solutions to high caseloads.
10205
Online
PT60M
School-based SLPs: Are Our Caseloads Really That High?
Presented by Angie Neal, MS, CCC-SLP
Course: #10205Level: Intermediate1 Hour
AG Bell - LSLS/1.0 Domain 8; ASHA/0.1 Intermediate, Professional; Calif SLPAB/1.0; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This course helps school-based SLPs look at their caseloads through the lens of eligibility under the requirements of the Individuals with Disabilities Education Act (IDEA). It discusses factors impacting caseload, the consequences of inappropriate identification, and potential solutions to high caseloads.
10
https://www.speechpathology.com/slp-ceus/course/vocabulary-in-30-minutes-or-10114
Vocabulary in 30 Minutes or Less
This Fast Class reviews the evidence base related to assessment and intervention in the area of vocabulary instruction, and its impact on literacy. Specifically, it describes strengths and weaknesses of various assessment tools as well as treatment strategies and activities that allow clinicians to teach vocabulary as efficiently and effectively as possible.
auditory, textual, visual
129
USD
Subscription
Unlimited COURSE Access for $129/year
OnlineOnly
SpeechPathology.com
www.speechpathology.com
Vocabulary in 30 Minutes or Less
This Fast Class reviews the evidence base related to assessment and intervention in the area of vocabulary instruction, and its impact on literacy. Specifically, it describes strengths and weaknesses of various assessment tools as well as treatment strategies and activities that allow clinicians to teach vocabulary as efficiently and effectively as possible.
10114
Online
PT30M
Vocabulary in 30 Minutes or Less
Presented by Angie Neal, MS, CCC-SLP
Course: #10114Level: Intermediate0.5 Hours
AG Bell - LSLS/0.5 Domain 3, Domain 9; ASHA/0.05 Intermediate, Professional; Calif SLPAB/0.5; IACET/0.1; Kansas LTS-S1370/0.5; SAC/0.5
This Fast Class reviews the evidence base related to assessment and intervention in the area of vocabulary instruction, and its impact on literacy. Specifically, it describes strengths and weaknesses of various assessment tools as well as treatment strategies and activities that allow clinicians to teach vocabulary as efficiently and effectively as possible.