Full Course Description

Adapting Pediatric Feeding Therapy for the Clinic, Home, School, and Online – Not Just the Kitchen Table

Program Information

Objectives

Upon completion of this program, participants will be able to:

Determine the challenges and advantages of a variety of feeding environments including school, home, clinic, and online settings.
Utilize two strategies to ensure safe feeding/swallowing in educational settings.
Implement three strategies to facilitate carryover from medical/clinic to home feeding environments.
Conduct effective tele-therapy sessions with children with feeding and swallowing disorders.

Outline

Feeding Environments

Where, what, and with whom?
Challenges and environments

There’s No Place Like Home

Early Feeding Intervention at the kitchen table

School-Based Feeding Therapy

Yes, it is educationally relevant

Medical Settings

The challenge of carryover

Making Teletherapy Work

We’re all Zooming now!

Target Audience

Speech-Language Pathologists
Occupational Therapists
Occupational Therapy Assistants
Early Intervention Specialists
School clinicians

Copyright : 11/19/2020

Ethnographic Interviewing: Assessment Strategies for Culturally & Linguistically Diverse Needs

Program Information

Objectives

Participants will be able to:

Assess the role of ethnographic interviewing in evidence-based practice and the International Classification of Functioning.
Conduct an ethnographic interview to inform the clinician’s choice of treatment.
Analyze interview data to establish intervention goals and objectives to improve client engagement.

Outline

Foundations for Clinical Assessment and Intervention

Evidence-based practice (EBP) framework
International Classification of Functioning framework

Ethnographic Question Types – Asking the Right Question in the Right Way

Descriptive questions to help clients describe experiences, daily activities, objects, and people
- Grand tour and mini tour
- Example, experience, and native language
Structural questions to determine relationships among ideas

Building Rapport

Stages of rapport
Problematic questions
Questioning that facilitates rapport

Social Dimensions

What they are
Why to identify

Analyzing the Interview Data

Domain analysis
- Identifying barriers and facilitators
- Determining strengths and needs
Setting goals and objectives

Video demonstrations are woven throughout presentation to show the types questions/interactions

Target Audience

Case Managers
Nurses
Occupational Therapists
Physical Therapists
Psychologists
School Administrators
Social Workers
Speech-Language Pathologists

Copyright : 11/19/2020

Video Modeling to Teach Authentic Communication and Connection

Program Information

Objectives

Determine appropriate methods of video modeling for various settings and client/patient/student needs.
Integrate video modeling with traditional communication techniques to accelerate effectiveness and enhance carryover and skill maintenance.
Employ available technologies you already have for recording, viewing, editing, and sharing videos with patients right away.
Execute and maintain privacy and HIPPA regulations to protect the integrity of persons and settings captured in the videos.

Outline

Why use video modeling

Interest
Authenticity
Improved focus and skill development

Types of Video Modeling

Others, POV, self, hybrid
Choosing which method to use
Weak and strong outcomes

Not just watching

Must also include passive and active engagement (mediated learning and doing)
Carryover and latency (spontaneous use of learned skills)
Memory and learning

How to integrate video modeling in various settings for different client/student needs

Identify goals and skills to target
Video examples and discussion
Pairing with traditional communication techniques

Target Audience

Speech-Lanuage Pathologists
Physical Therapists
Occupational Therapists
Behavior THerapists (and ABA)
Educators
Caregivers

Copyright : 11/19/2020

Parkinson’s and the SLP: Treatment Approaches for Voice, Speech, Language, Cognition and Other Issues

Program Information

Objectives

Evaluate key areas of cognitive dysfunction associated with Parkinson’s and potential implications upon communication.
Investigate core features of Parkinson’s with respect to communication deficits and swallowing dysfunction and relevant treatment approaches for each.
Employ computer and/or smart phone-based technologies that can be employed by the speech language pathologist to help improve speech and voice in patients with Parkinson’s.

Outline

Hallmarks of Parkinson’s-Speech

Quiet voice/hypophonia
Sloppy articulation - excess noise due to frication
Visualization of the vocal folds

Treatment Approaches

LSVT LOUD (formally Lee Silverman Voice Therapy)
SPEAK OUT (Parkinson’s Voice Project)
PLVT (Pitch Limited Voice Therapy)
Apps

Articulation Difficulties & Fluency Disorders

Parkinson’s Swallowing
Drooling and risk for swallowing dysfunction
Potential impacts for each stage of swallowing
Emerging tools and other possible ways to help
Other interventions with strong evidence

Cognition – The Intersection of Language and Cognition

Influence of other cognitive domains
Attention
Set shifting
Disinhibition
Executive function

Target Audience

Speech-Language Pathologist

Copyright : 11/19/2020

Stop Challenging Behaviors from Derailing Therapy: 7 Must-Have Interventions for Clients of All Ages and Diagnoses

Program Information

Objectives

Differentiate the application of applied behavior analysis in feeding and swallowing; traumatic brain injury; learning disabilities; and ADHD.
Apply methods of data collection and preference assessments to enhance client interaction and treatment progress across a spectrum of diagnoses.
Employ the use of behavior interventions cross the pediatric and adult client population.
Analyze client behavior to better understand the purpose or why of the client challenging behavior being presented.

Outline

Applications of ABA for Challenging Behaviors Related to:

Traumatic Brain Injury (TBI)
Cerebral Palsy (CP)
Attention Deficit Hyperactivity Disorder (ADHD)
Feeding and Swallowing
Learning Disabilities (LD)
Stroke
Dementia

Antecedent Behavior Interventions: Enhance Client Interaction and Treatment Progress

Best practices for pediatric and adult clients
Preference assessments
Data collection and client interactions as tools for analysis

Understanding Client Behavior as an Essential Clinical Skill

The ‘purpose or why’ of the client challenging behavior
Environmental variables that impact client behavior

Clinical Scenarios

Client with TBI with verbal aggression or obstinate behavior
Client with identified learning disability and ADHD

Target Audience

Speech-Language Pathologists

Copyright : 11/19/2020

Social Effectiveness: Strategies for Clinic, Home, and School

Program Information

Objectives

Articulate the signs attributed to foundational deficits in Theory of Mind, Central Coherence, and Executive Function.
Implement treatment strategies designed to improve cognitive thinking, misinterpretation, and poor planning.
List the signs of deficiencies in your client’s social interaction, social communication, and social regulation.
Design treatment strategies to improve play skills, pedantic speech, and anxiety.

Outline

THE “ROOTS OF SOCIAL SKILLS”: IF THE ROOTS AREN’T VIABLE, THE TREE WON’T SURVIVE

Theory of Mind

Treatment for: Poor perspective taking, imaginative play, cognitive thinking
Strategies:
- The Zone (Kowalski, 2010)
- Comic Strip Conversations and Social Stories
- Barrier and detective games

Central Coherence: Seeing the Forest Through the Trees

Treatment for: Hyperliteral, “Argues”, misinterpretation
Strategies:
- Loosey-Goosey Language
- Cognitive flexibility
- Big Picture

Executive Functions (EF): Tools for Executive Function Deficits

Treatment for: Poor planning, problem solving, flexible thinking
Strategies:
- Imitation
- Contingency statements
- Stroop-like tasks

THE SOCIAL TRIAD

Social Interaction

Treatment for: Naïve, poor play skills, obsessive interests
Strategies:
- Structured play groups
- Social autopsies
- Social cause-effect

Social Communication

Treatment for: Pedantic speech, difficulty with conversation, poor nonverbal communication
Strategies:
- Visual strategies
- Grice’s Maxims
- Expansion and Repair

Social-Emotional Regulation and Emotional Intelligence: EQ

Treatment for: Easily stressed, anxious, ritualistic
Strategies:
- Recognizing emotions in yourself and others (prosopagnosia)
- Language of emotions (alexithymia)
- Forget About It Box

Target Audience

Speech-Language Pathologists
Therapists
Psychologists
Mental Health
Social Workers
Teachers
Occupational Therapists
Physical Therapists

Copyright : 11/20/2020

Dysphagia and Medication Management – A Hard Pill to Swallow

Program Information

Objectives

Upon completion of this program, participants will be able to…

Determine three potential medication modifications for people with dysphagia and their consequences.
Analyze three common medication side effects that can impact swallow function.
Devise three strategies for improving swallow safety during medication administration.
Implement three strategies to reduce medication errors in individuals with dysphagia.

Outline

Pill/Tablet Swallow Physiology

What happens when we swallow a pill?

Issues in Administration for People with Swallowing Disorders

Medication type – liquids, tablets and capsules
Potential for medication errors
Altering medications – easier to swallow but is it really safer?

Medication Induced Dysphagia

Neurological impacts
GI impacts
Impact on salivation, dry mouth

Interventions

Compensations and maneuvers – making swallowing easier
Improving dry mouth
Sensory interventions
Reducing medication errors related to dysphagia
New directions – changes in formulations for easier swallowing

Target Audience

Speech-Language Pathologists
Registered Nurses

Copyright : 11/20/2020

Bilingual Parent Coaching in Early Intervention Settings

Program Information

Objectives

Apply professional knowledge to child’s needs and modify it according to family culture, language, and desires for ethical service delivery in early intervention.
Integrate a hybrid approach (in-person and telehealth settings) for bilingual and multicultural parent coaching and education.
Possess and create developmentally and linguistically appropriate materials and resources to use the next day.

Outline

Parent and Therapist roles in Early Intervention Bilingual homes

Different language, different culture, different expectations
Terms to consider when describing yourself and your clients: Proficient, fluent, native, non-native, English Language Learner, Dual-language Learner, etc.
Common hurdles and complaints

I am not Fluently Bilingual/Multilingual. What are My Options?

Ethical considerations
Use of interpreters (professional, friends of family, family members)
Become the student investigator; be willing to learn; trust your skills

Parent Coaching

Who is my client, the child or the family?
Case examples with video demonstrations
Prepare children and families for future language use

End the Blame Game

Disability, difference, or disadvantage?
Adapt the environment or the expectation?
Prevent further need for interventions for the school-aged child

Do This not That

Choose wisely: good sessions or better communication?
Active engagement and home practice success
Case studies, video examples, and discussion

Target Audience

Speech-Language Pathologists
Physical Therapists
Occupational Therapists
Behavior Therapists (and ABA)
Teachers and Caregivers for the 0-3 population

Copyright : 11/20/2020

Stroke and Aphasia: Breaking Down Barriers to Access Mental Health Services

Program Information

Objectives

Employ quality of life and depression screening tools for post-stroke patients.
Investigate counseling skills and limitations as they apply to SLPs.
Evaluate strategies to overcome avoidance behaviors that decrease the likelihood of receiving mental health services in patients with aphasia.

Outline

Impairments Following Stroke: Impact on Quality of Life and Depression

Stroke aphasia and quality of life
Stroke aphasia and major depressive disorder
Internal risk factors of post-stroke depression

Quality of Life and Depression Screening Tools: Purpose, Administration, Scoring and Interpretation

Stroke and Aphasia Quality of Life Scale-39 Generic
Geriatric Depression Scale
Stroke Aphasic Depression Questionnaire

Counseling and Counseling Skills

Counseling role of the SLP
Limits of counseling by the rehabilitation professional
When and how to refer to a behavioral health professional
Barriers to counseling and possible strategies and solutions

Target Audience

Speech-Language Pathologists

Copyright : 11/20/2020

Autism Identification: How Early is too Early

Program Information

Objectives

Assess for subtle differences in neurotypical and at-risk infants for purposes of parent/family psychoeducation.
Analyze ‘red flags’ found in young children who are at-risk for autism to inform clinical assessment and treatment planning.
Determine symptoms and behavioral patterns of infants and toddlers at risk for a diagnosis of ASD.
Employ specific clinical strategies/techniques to reduce and replace challenging behaviors inherent to autism.

Outline

Screening and Identification

‘Red Flags’ of Autism Spectrum Disorder (ASD)
Subtle differences in neurotypical and at-risk infants
Characteristics and behavioral patterns found in infants and toddlers at risk for ASD
Magic and pitfalls of questionnaires
Questions to anticipate from family members

Treatment/Strategies

Increase the child’s overall learning trajectory
Preventing the development of secondary behavioral patterns
Consider a ‘new look’ at “stimming”
How to approach reduced engagement
Turning hyper-focusing behaviors into an asset
How replacement behaviors can help and what’s behind repetitive behaviors

Case Studies for Screening, Assessment and Treatment

3-year-old who turned vomiting into a successful career
2.5-year old 24/7 head banger and what helped him turn the corner
Music ‘saves a child’s life’
Sometimes, silence is the best form of ‘communication’!

Target Audience

Speech-Language Pathologists

Copyright : 11/20/2020

Children with Adverse Childhood Experiences (ACEs): Interventions for the Caregiver & Child

Program Information

Objectives

Determine the effects of adverse childhood experiences on children’s language and social-emotional development
Develop caregiver-child interventions that promote attunement/affect management
Implement strategies to promote resiliency and language for personal narratives/self-regulation

Outline

ACEs and Development

Types of ACEs
Biological/neurological effects
How attachment mediates trauma
Autobiographical memory
Narratives in parents & children who have experienced ACEs
Framework for intervention

Interventions that Promote Attunement/Affect Management

Goals for caregiver intervention
Recognizing temperaments
How children respond to danger
Using mindfulness and mindsight in responding to children’s behaviors

Promote Resiliency for Personal Narratives and Self-Regulation

Aspects of self-identity to develop
Childhood competencies to development
Characteristics of reminiscing
How to reminisce
Develop child’s emotional understanding: emotion coaching, reading body cues, recognizing emotions in stories

Target Audience

Physical Therapists
Occupational Therapists
Athletic Trainers
Speech/Language Pathologist

Copyright : 07/31/2020

Rehab Strategies for Patients with Tracheostomies & Ventilators

Program Information

Target Audience

Physical Therapists
Physical Therapist Assistants
Occupational Therapists
Occupational Therapy Assistants
Athletic Trainers
Massage Therapists
Speech Language Pathologists

Objectives

Describe steps to assess both vent and nonevent dependent patients for speaking valve utilization
Identify contraindications for use and safety measures for successful placement of a speaking valve during acute and long-term rehabilitation
Recognize at least three unique aspiration risks for the tracheotomized patient and three ways in which a speaking valve positively impacts swallowing physiology
Explain three mechanical vent settings for which a speaking valve can be safely used in the tracheotomized patient

Outline

When Should You Use a Speaking Valve?

Patient assessment
Equipment and placement options

Successful Placement of a Speaking Valve during Acute & Long-term Rehabilitation

Contraindications for use and safety measures
Impact of speaking valve upon voicing and communication success
Problem-solving strategies for difficult placements

Unique Risks & Solutions

Overcoming aspiration risks
Impact of swallowing physiology
Research and case studies

Safe Use of Mechanical Vents with Speaking Valves

Modes of ventilation the speaking valve can be safely used
Parameters on vent that impact candidacy for successful use
Case Study

Copyright : 07/27/2018

Dementia Assessment & Management in Acute Care: The Role of Rehab Professionals

Program Information

Objectives

Summarize the key collaborators and roles of other disciplines in the management of persons with dementias in an acute care context.
List at least three factors that contribute to decisions about our level of involvement (consultatory or direct care) for persons with dementia in acute care contexts.
Incorporate potential elements of assessment batteries, which balance impairment-based diagnostic elements with non-standardized, observational elements that foster insights into diagnosis and treatment planning.

Outline

Key players (disciplines) in an acute care context and their roles.

Roles of social workers and case managers in discharge planning.

Role of the system/team in managing behaviors, safety, and participation while an individual with dementia is hospitalized.

Key issues related to presence or lack of diagnosis, behavioral concerns and related management issues, swallowing concerns - meeting nutritional intake needs, cognitive effects on swallow, and/or physiological safety; follow through with precautions, counseling.

Screening measures versus standardized assessment batteries that are sensitive to identifying specific types of dementia.

Non-standardized and observational assessments that provide more information about functional performance and provide direction for treatment planning.

Target Audience

Physical Therapists
Physical Therapist Assistants
Occupational Therapists
Occupational Therapy Assistants
Athletic Trainers
Speech Language Pathologists

Telehealth: Successful Treatment for Children with Moderate to Severe Communication Disorders

Program Information

Outline

Teletherapy is Here to Stay

Improved accessibility of services
Functional communication is key to long-term success
Collaboration and coaching take the lead

Dispelling Misconceptions

Teletherapy is as good or better than traditional service delivery models
Children are getting better faster with Teletherapy. Why?
Children with more complex disorders and diagnoses benefit more from teletherapy than traditional service delivery models

Improved Accessibility of Services

Factors leading to fewer cancellations and interruptions of services
Access to specialized services and populations is enhanced
Shorter and more frequent sessions per week for effective and lasting outcomes

Objectives

Demonstrate why candidacy and efficacy of teletherapy may be higher for those with more complex diagnoses.
Integrate strategies to motivate and engage children within sessions, train caregivers, and develop home plans to promote carryover for various settings and needs

Target Audience

Counselors
Speech Language Pathologists
Occupational Therapists
Phyiscal Therapists
Psychologists
Psychotherapists
Therapists
Marriage and Family Therapists
Teachers
School Guidance Counselors
Case Managers
School Administrators
Educational Paraprofessionals
Nurses
Other Helping Professionals that work with children

Written Language: Roles, Responsibilities, and Ethical Considerations

Program Information

Objectives

Determine the roles, responsibilities, and ethical considerations of SLPs in regard to working with students with written language challenges.
Assess risk factors for young children in developing reading and writing challenges.
Articulate the relationship between oral language and written language.
Employ evidence-based strategies for addressing written language through each of the components of language (phonology, morphology, syntax, semantics, and pragmatics).
Build speech and language assessments that contribute to the understanding of a child’s written language challenges.

Outline

ASHA Code of Ethics – Specific Applications for Written Language Disorders

Roles and Responsibilities of Speech-Language Pathologists with Regard to Reading and Writing

The connections between spoken and written language.
How SLPs play a critical and direct role in the development of literacy.

Identifying Children at Risk and the Relationship Between Spoken Language and Literacy (Colenbrander et. al. 2018)

Genetic factors
Oral Language
- Phonemic awareness
- Letter knowledge
- Vocabulary knowledge
- Morphological awareness
Hearing difficulties
Speech sound disorders
Other cognitive factors

The Role of the SLP in Assessing Reading and Writing

Can SLPs diagnose dyslexia?
Speech and Language Assessments
Considering state and local standards
What the new DSM-5 says about IQ testing

Using Evidence Bases Strategies to Target the Components of Spoken and Written Language

Phonology
Morphology
Semantics
Syntax
Pragmatics and Discourse

Advancing the Knowledge Base

Improve your own knowledge base (IDA Knowledge and practice standards, additional training).
Provide knowledge and assistance to general education teachers, parents, and students
Advocating for effective literacy practices in the school and district

Additional Professional and Ethical Considerations

Determining your role on the literacy team, acknowledging the role of others
Following state and local guidelines
Promoting evidence-based practices
Assessing gaps in your own knowledge and knowing where to go for information

Target Audience

Speech-language pathologists working in the public schools grades K-12
Speech-language pathologists in private practice
Professionals working with SLPs

Reduce Emotional Outbursts, Shutting Down and Oppositional Behaviors in Social and Academic Settings: Proven Language-, Communication- and Attachment-Based Interventions

Program Information

Objectives

Assess children’s comprehension and connection of internal states to plans, goals, and actions.
Implement language-based strategies to help children identify and use internal state words to express emotions and reactions.
Integrate communication and attachment-based strategies to promote relationship building, social problem solving, and academic performance.
Design personal narratives to help children process attachment disruptions and trauma to increase emotion understanding.
Employ mindfulness, guided imagery, and sensory awareness techniques to help children improve regulation.
Utilize movement-and sensory-based strategies to address behavioral, communicative, and social goals.

Outline

Relationship Among Self-Regulation, Language, and Social-Communication

Self-regulation deficits in children with ASD, ADHD, ACEs, and LLD
Development of self-regulation, emotion understanding, and Theory of Mind (ToM)
Language and cognitive processes involved in social-emotional development
Link among attachment, relationships, and emotions

Language and Behavior Assessments

Exercises to measure understanding of words for internal states
Tools to assess comprehension and connection of internal states to plans and actions
Mechanisms to chart and monitor behavior
Rubrics to assess social skills
Checklists to determine factors that influence language and behavior

INTERVENTIONS AND STRATEGIES TO:

Develop Social-Communication Skills and Emotion Understanding

Apply attachment theory to emotion understanding and social interactions
Scaffold interactions to achieve topically-related turn taking
Social narratives to establish social roles and rules
Co-regulation strategies to build relationships
Teach language to identify and express internal states
”Emotional Thermometer” to match feelings to appropriate responses

Address Dysregulation and Challenging Behaviors

Personal narratives to process emotionally-charged events
Self-talk, positive messaging, and labeling of internal states to manage emotions
Move from tight routines to flexible scripts to ensure participation in group activities
Calming, mindfulness, and bibliotherapy techniques
Intrinsic motivation, positive engagement, and self-efficacy to improve behavior
Movement and sensory experiences to engage children in learning
Project- and team-based learning opportunities to establish rules for social participation
Reinforcement system and procedures to manage behavior

Promote Self-Regulation Within Language and Curricular Contexts While Meeting ELA Standards

Apply Theory of Mind (ToM) to text comprehension
Connect internal states with plans, goals, and actions
Tell, map, and analyze personal and social narratives
Link social, behavioral, and educational goals
Guide participation in instructional conversations
Scaffold inferencing and predicting

Target Audience

Speech-Language Pathologists
Speech-Language Pathology Assistants
Occupational Therapists
Occupational Therapy Assistants
Teachers
School Psychologists
School Social Workers
School Counselors
School Administrators
Educational Paraprofessionals
Music Therapists
Early Interventionists
Psychologists
Social Workers
Counselors
Other helping professionals who work with children 0-15 years old

Play with a Purpose: Effective Play-Based Therapy & Early Child Development

Program Information

Objectives

Summarize the benefits of play across the five developmental domains (cognitive, communication, social-emotional, physical, and adaptive)
Describe the limitations of popular educational toys and apps and their effect on the development of young children with developing brains and bodies
Outline a plan to incorporate functional play-based assessment into standardized testing
Identify naturally occurring routines and activities to promote development in the home environment
Recognize the best strategies and toys for play-based interventions
Design individualized play-based therapy sessions that focus on the child’s strengths, needs and interests

Outline

OVERVIEW OF PLAY

Definitions of play
Common societal myths about learning and play
Developmental benefits of play
Play as the foundation for learning and development
Connection between neuroscience and play

TYPES OF PLAY

Active play vs. passive entertainment
Child-directed play vs. adult-directed play
Object play vs Social play

TOYS — TOOLS FOR LEARNING

How toys can enhance development
What kinds of toys are tools for learning
Why low-tech toys are best for young children with special needs
Natural activities to promote development in the home

PLAY-BASED ASSESSMENT

Standardized testing vs. functional play-based assessment
- Why play based assessment works
Assessing the whole child across the 5 domains
Application
- Play-based assessment guide
- Case studies and discussion

PLAY-BASED THERAPY

Recognizing the value of child-directed play
Keeping therapy natural and functional
How to play with a purpose
Relationship-based learning
Partnering with parents and caregivers

Target Audience

Speech-Language Pathologists
Occupational Therapists
Occupational Therapy Assistants
Physical Therapists
Physical Therapist Assistants
Early Childhood Special Education Teachers
Pediatric Nurses

Screen Time, Learning, & Communication in the 21st Century

Program Information

Objectives

Determine the benefits and risks of screen time and why some persons are at increased risk or negative effects of screen time
Formulate why children with developmental disabilities are more at risk for the negative effects of screen time
Utilize strategies and resources for managing screen time and alternatives to screen time that meets each child’s unique needs

Outline

Screen Time: Risks and Benefits

Positive benefits
Concerns regarding screen time
- Multitasking and continuous partial attention
- Health concerns
- Violence and games
- Effects on memory and learning
- Social media
- Mental health
- Addiction

Children with Higher Risk for Negative Effects

Developmental disabilities
Factors in choosing appropriate media
Children’s environmental sensitivities

Strategies for Managing Screen Time and Alternatives

Context: technoference
Content: engagement, active involvement, meaningful, social
Meeting each child’s unique needs

Target Audience

Physical Therapists
Occupational Therapists
Athletic Trainers
Speech/Language Pathologist