CEU Courses Text for SLPs

This course addresses the importance and methodology of writing goals that are family-centered in order to improve the outcomes of patients with mild cognitive impairment (MCI) and dementia. The addition of Caregiver Education to the 2024 Current Procedural Terminology (CPT) codes is also discussed.

An overview of newer research on human brain development with applications to the differential diagnosis of neurodevelopmental differences that affect acquisition of speech, language, and communication is provided in this course. Prevalence and comorbidities of developmental language disorders with other neurodevelopmental disorder diagnoses are described along with general guidelines for assessment and intervention.

Evidence-based treatments for patients near the end-of-life are discussed in this course. Patients' goals nearing the end of life and ways to integrate communication techniques and strategies to address nutritional challenges effectively are described.

A comprehensive overview of obstructive sleep apnea (OSA) and its impact on swallowing performance in adults is provided in this course. Best practices for assessment of swallowing and the currently available evidence related to management of dysphagia associated with OSA are also discussed.

This is Part 2 of a two-part series. Overviews of the mechanics of traumatic brain injury (TBI) and the International Classification of Functioning, Disability and Health (ICF) are provided in this course. Functional therapy ideas for the acute rehabilitation phase of TBI and strategies for incorporating multidisciplinary goals into patient treatment and family education are also discussed.

This is Part 1 of a two-part series. Functional and standardized assessment of brain injury across settings are discussed in this course. Symptom identification, informal observational assessment, and challenges associated with using formal assessment in patients who have sustained head trauma are described.

This course builds on course 10193, “Executive Functioning: Intervention Principles and Strategies for School-Based SLPs,” and extends participants' knowledge base to encompass more advanced concepts and approaches for scaffolding executive function (EF). Specifically, behaviors that signal a need for intervention and strategies that target social and academic impacts of EF difficulties are described.

An overview of environmental modifications that support speech-language pathology participation and therapeutic outcomes for people with low vision is provided in this course. Supports and barriers that affect communication are described, and the integration of assessment results and home and clinic interventions - including lighting, contrast, and technology adaptations - are discussed.

Most SLPs have had little or no education or training in counseling skills and rely mostly on their intuition and suggestions from colleagues. The importance of learning counseling skills, counseling approaches and techniques (including "microskills" used in client interactions), and how to use them with various patient/family member populations and work settings are discussed in this course.

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.