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Apps for Articulation and Phonological Processes (Live Webinar)
Option(s):
Individual Registration, Group Registration
To meet the needs of a large and diverse caseload, school therapists can turn to the thousands of available apps. In this webinar, we’ll discuss guidelines to evaluate apps designed for individuals with articulation and phonological processing disorders. We’ll also discuss how to use these apps in your practice.
Apps for Articulation and Phonological Processes (On Demand Webinar)
New!
Option(s):
Individual Registration, Group Registration
To meet the needs of a large and diverse caseload, school therapists can turn to the thousands of available apps. In this webinar, we’ll discuss guidelines to evaluate apps designed for individuals with articulation and phonological processing disorders. We’ll also discuss how to use these apps in your practice.
Aspects of Literacy Development in Preschool and Elementary School Age Children
Option(s):
Journal (Online), Journal (Print)
CEUs:
0.8
This program explores current topics in the development of such critical reading precursors as vocabulary knowledge, narrative ability, phonological awareness, and print knowledge. Aspects of the reading and writing abilities of elementary school students are also considered.
Complexity in Language Learning and Treatment
Option(s):
Journal (Online), Journal (Print)
CEUs:
0.3
This journal self-study focuses on complexity in treatment of language deficits. Complexity is discussed as it pertains to treatment of disorders in three language domains: phonological, lexical-semantic, and syntactic. In all domains, greater treatment gains result when more complex rather than simple language material is the focus of treatment.
Emergent Language and Literacy Skills in Preschoolers
Option(s):
Journal (Online), Journal (Print)
CEUs:
0.7
The preschool years represent a critical period during which young children (ages 3–5) develop a broad array of foundational emergent literacy skills. Deepen your understanding of the developmental precursors to fluent reading and writing that children develop before formal reading instruction begins.
Emergent Literacy Intervention: Evidence-Based Practice
Option(s):
Audio CD and Manual, Additional Manual(s)
CEUs:
0.2
Preschoolers and kindergartners experiencing emergent literacy difficulties may have insufficient knowledge to profit from early reading instruction, thereby placing these children at risk in their ability to meet the academic rigors of first grade and beyond. This audio self-study identifies key aspects of emergent and early literacy development, including print awareness and phonological awareness, with a focus on current evidence-based strategies for providing early interventions to facilitate children’s earliest achievements in literacy.
Enhancing Phonological and Metaphonological Skills of Children With Highly Unintelligible Speech (Master Clinician Series)
Option(s):
DVD and Manual, Additional Manual(s)
CEUs:
0.3
A wealth of practical information is presented to help speech-language pathologists evaluate phonological/metaphonological skills, identify optimal target patterns, and select appropriate enhancement tasks for children with highly unintelligible speech.
Expository Language Skills of Young School-Aged Children
Option(s):
Online Exclusive
CEUs:
0.15
This program presents the results of research investigating the expository language skills of young school-age children (aged 6–7), and examining age-related differences between young and older school-aged children, with the ultimate aim of obtaining normative data for clinical practice.
Identification of Adults With Developmental Language Impairments
Option(s):
Online Exclusive
CEUs:
0.1
This program presents the results of a study assessing the utility of a wide range of language measures (phonology, morphology, syntax, and semantics) for the identification of adults with developmental language impairment.
Improve Students' Spelling Abilities (On Demand Webinar)
Option(s):
Individual Registration, Group Registration
CEUs:
0.2
One way to improve our clients’ communication is to help them improve their spelling skills. In this program, we’ll use writing samples from students struggling with written language and we’ll examine the potential causes of their spelling difficulties while analyzing common errors (e.g., phonemic, orthographic pattern, and morphological awareness).
Language and Communication Disorders in Adolescents
Option(s):
Journal (Online), Journal (Print), Additional Test Login
CEUs:
0.75
In this clinical forum, we discuss the implications and directions for future research and practice of adolescent language disorders.
Journal (Online)
Member:
$68.00
Nonmember:
$88.00
Journal (Print)
Member:
$68.00
Nonmember:
$88.00
Additional Test Login
Member:
$21.00
Nonmember:
$27.00
Select Option:
Journal (Online)
Journal (Print)
Additional Test Login
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Morphological Awareness: Implications for Language and Literacy
Option(s):
Journal (Online), Journal (Print)
CEUs:
0.7
Strategically and theoretically, morphological awareness supports a variety of literacy skills, including word identification, reading fluency, reading comprehension, and spelling. Increased morphological awareness enables children to analyze the internal structure of words and decode them more quickly and accurately.
Phonological Awareness: Evidence To Influence Assessment and Intervention Practices
Option(s):
Journal (Online), Journal (Print)
CEUs:
0.6
Recently published studies emphasize the persistent nature of written language difficulties in children with speech-language impairment, and demonstrate the literacy risk factor of this population due to poor phonological awareness abilities. This clinical forum presents evidence from various phonological awareness studies conducted in the U.S., U.K., and New Zealand, to help direct speech-language pathologists’ assessment and intervention practices at an international level.
Roles and Responsibilities of Speech-Language Pathologists With Respect to Reading and Writing in Children and Adolescents
Option(s):
Journal (Online), Journal (Print)
CEUs:
0.3
This important document clarifies the roles and responsibilities of speech-language pathologists in all practice settings related to the development of reading and writing. Since the roles of SLPs with respect to reading and writing will vary depending on the setting, these ASHA literacy documents discuss scholarly research that supports a variety of roles for SLPs, including: planning team member, direct service provider, collaborative consultant, model/demonstrator, advocate/policy maker, and researcher. Information on typical development, assessment, and intervention is included. Reprinted from ASHA Practice Policy: position statement, technical report, guidelines, and a knowledge/skills paper.
SIG 1 Perspectives Vol. 18, No. 2, July 2011
Option(s):
SIG 1 Perspectives and Exam
CEUs:
0.25
This issue of Perspectives on Language Learning and Education discusses current issues related to early intervention (EI) assessment and treatment. The authors share varied approaches to working with families and present a discussion of collaborative efforts with Head Start teachers and children.
SIG 1 Perspectives Vol. 18, No. 3, October 2011
Option(s):
SIG 1 Perspectives and exam
CEUs:
0.25
This issue reviews low incidence and/or genetic disorders with corresponding speech and language delay, including Fragile x syndrome, Fetal Alcohol syndrome, Williams syndrome, and 7q11.23 Duplication syndrome. A review of characteristics, as well as accompanying speech and language difficulties are reviewed. Suggestions for clinical treatment are provided.
SIG 1 Perspectives Vol. 19, No. 1, January 2012
Option(s):
SIG 1 Perspectives and exam
CEUs:
0.2
This issue focused on new advances in the assessment and treatment of phonological disorders in children. It explored visual analog scaling as a measure of fine-grained productions; dynamic assessment as an assessment strategy for children with phonological difficulties. Following a discussion of the relevance of speech intelligibility within a framework of WHO ICF-2 activities and participation, this series concluded with a review of recent research utilizing input focused intervention to treat phonological disorders in children.
SIG 1 Perspectives Vol. 19, No. 2, March 2012
Option(s):
SIG 1 Perspectives and exam
CEUs:
0.25
This issue of Perspectives examines the issues related to behavioral assessment and management in children with autism spectrum disorders (ASD). The authors consider research examining language and personality features in children with autism and Fragile X syndrome. Finally, the authors review the relationship of language and gesture in children with ASD, including consideration of cognitive processing capabilities in this population.
SIG 1 Perspectives Vol. 19, No. 3, August 2012
Option(s):
SIG 1 Perspectives and Exam
CEUs:
0.25
This issue presents an update on trends in information processing research. Following a discussion of issues in diagnosis of auditory processing disorders, authors discuss perceptual frameworks of auditory processing and review recent research examining auditory processing in children with autism spectrum disorders. This issue concludes with a discussion of recent treatment programs developed to address processing/working memory issues.
SIG 1 Perspectives Vol. 19, No. 4, October 2012
Option(s):
SIG 1 Perspectives and Exam
CEUs:
0.25
The authors in this issue of Perspectives on Language Learning and Education present a discussion of new assessment tools for measuring narrative skills in young children. The topic of assessment is followed by a discussion of intervention practices to address narrative difficulties in children with language impairments, both in areas of personal narratives as well as fictional narratives. This issue concludes with a review of noteworthy characteristics that clinicians must consider when providing narrative intervention for children with developmental disabilities.
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