School Intervention And Collaboration In Schools CEU Courses for SLPs

Key issues and topics related to the shortage of SLPs in the school setting are discussed in the course. Personal experiences and their impact are described and an action plan to deal with shortages is provided.

This is Part 1 of a two-part series. SLPs should be equipped to handle Individualized Education Programs (IEPs) effectively and without issue. This course reviews the key components and requirements of an EIP. How to prepare for a successful IEP meeting is also described.

This is Part 2 of a two-part series. This course describes how to write a good Present Levels of Academic Achievement and Functional Performance (PLAAFP) statement to accurately plan programming for each student. The importance of the PLAAFP statement and its four essential elements are discussed.

The why and how of vocabulary instruction are provided in this course. The evidence base for the importance of vocabulary instruction (theory) as well as suggestions for vocabulary selection and best practices for instruction are also described.

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.

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.

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.

This is Part 1 of a two-part course. The impact of syntax on students' linguistic reasoning, metacognition, and future planning is described in this course. How to develop a strategic plan for language and executive functioning intervention is also discussed.

Social-emotional learning (SEL) and mindfulness are described in this course. The relationship of these skills to communication, and strategies for incorporating them into intervention for children in the schools, are discussed.

The primary components of the visual system are described in this course. Visual strategies and exercises that can be used in the home, therapy, or classroom are discussed, including classroom accommodations to compensate for poor visual skills.