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Digital Seminar

Written Language: Roles, Responsibilities, and Ethical Considerations


Faculty:
Carolee Dean, M.S., CCC-SLP, CALP
Duration:
2 Hours 02 Minutes
Format:
Audio and Video
Copyright :
Sep 28, 2020
Product Code:
POS064425
Media Type:
Digital Seminar - Also available: DVD


Description

Do you wonder, as an SLP, what your roles and responsibilities are to your students’ written language needs? Are you looking for ways to expand your knowledge and competence in this area? Would you like more information about the role that oral language plays in reading and writing?

Many students with communication disorders also have reading and writing disabilities (including dyslexia) or are at risk for developing them. School administrators and classroom teachers may not recognize the vital role SLPs play in literacy development. This session outlines the roles, responsibilities, and ethical considerations of SLPs in working with students with written language challenges and explains the relationship between oral and written language. It equips the SLP and other educators with evidence-based strategies for supporting students, empowers professionals to work together more collaboratively, and directs them to resources to further enhance their learning.

Credits


**

NOTE: Tuition includes one free CE Certificate (participant will be able to print the certificate of completion after completing and passing the on-line post-test evaluation). 

Continuing Education Information:  Listed below are the continuing education credit(s) currently available for this non-interactive self-study package. Please note, your state licensing board dictates whether self-study is an acceptable form of continuing education. Please refer to your state rules and regulations. If your profession is not listed, please contact your licensing board to determine your continuing education requirements and check for reciprocal approval. For other credit inquiries not specified below, please contact cepesi@pesi.com or 800-844-8260 before the event.

Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of your profession.  As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your profession's standards.  

All members of the PESI, Inc. planning committee have provided disclosures of financial relationships with ineligible organizations and any relevant non-financial relationships prior to planning content for this activity. None of the committee members had relevant financial relationships with ineligible companies or other potentially biasing relationships to disclose to learners.  For speaker disclosures, please see the faculty biography.


Ethics

This self-study activity includes 2.0 hours of general ethics instruction. Not all boards allow ethics credit for self-study products. If ethics is not specified within your licensing board’s approval statement below, please contact your board to determine the applicability and amount of ethics allowed.


Speech-Language Pathologists & Audiologists

ASHA

This course is offered for .2 ASHA CEUs (Intermediate level, 11/01/2020 area).

** ASHA Self Study CEUs are available on this course from 11/01/2020 to 10/31/2022. PESI, Inc. will submit ASHA CEU Requests to the ASHA CE Registry on a monthly basis; ASHA CEU Requests received before 11/01/2020 or after 10/31/2022 cannot be reported.

** Please note that Speech-Language Pathologists & Audiologists who participate in the self-study (Digital Seminar or Online Course) will be required to complete additional steps if they want their participation submitted to the ASHA CE Registry. Detailed instructions will be provided under the Handouts section of the online program.


California Speech-Language Pathologists & Audiologists

PESI, Inc. is an approved provider with the California Speech-Language Pathology and Audiology Board, #PDP 319. This course meets the qualifications for 2.0 hours of self-study continuing professional development credit for Speech-Language Pathologists or Audiologists, as required by the California Speech-Language Pathology and Audiology Board.


Florida Board of Speech-Language Pathology and Audiology

PESI, Inc. is an approved provider with the Florida Board of Speech-Language Pathology and Audiology. Provider Number: 50-399. This self-study course qualifies for 2.0 continuing education credits. 


Kansas Speech-Language Pathologists

Approved for 2.0 self-study continuing education clock hours for Kansas licensed Speech-Language Pathologists by the Kansas Department for Aging and Disability Services.


Other Professions

This self-study activity qualifies for 2.0 continuing education clock hours as required by many national, state and local licensing boards and professional organizations. Save your activity advertisement and certificate of completion, and contact your own board or organization for specific requirements.



Handouts/Brochure

Faculty

Carolee Dean, M.S., CCC-SLP, CALP's Profile

Carolee Dean, M.S., CCC-SLP, CALP Related seminars and products


Carolee Dean, M.S., CCC-SLP, CALT is a speech-language pathologist/teletherapist in private practice. She is also a Certified Academic Language Therapist and member of the Academic Language Therapy Association, an organization dedicated to the remediation of written language skills, including dyslexia. She is a past president of the Southwest Branch of the International Dyslexia Association and has created educational resources for teachers and SLPs including Story Frames for Teaching Literacy: Enhancing Student Learning Through the Power of Storytelling coming March 2021 with Brookes Publishing. She has resources available on her Teachers Pay Teachers Page (Carolee Dean at Word Travel LLC) and she is a frequent speaker at state and national conferences including ASHA and IDA. In addition, Dean is the award-winning author of the young adult novels, Comfort (Houghton Mifflin), Forget Me Not (Simon & Schuster), and Take Me There (Simon & Schuster), a YALSA Quick Pick for Reluctant Readers.

 

Speaker Disclosure:

Financial: Carolee Dean maintains a private practice. She is an author for Houghton Mifflin, Simon & Schuster, and Brookes Publishing and receives royalties. Ms. Dean receives a speaking honorarium from PESI, Inc.

Non-financial: Carolee Dean is a member of the American Speech-Language-Hearing Association; and the Academic Language Therapy Association (CALP).


Additional Info

Program Information

Access for Self-Study (Non-Interactive)

Access never expires for this product.


Objectives

  1. Determine the roles, responsibilities, and ethical considerations of SLPs in regard to working with students with written language challenges.
  2. Assess risk factors for young children in developing reading and writing challenges.
  3. Articulate the relationship between oral language and written language.
  4. Employ evidence-based strategies for addressing written language through each of the components of language (phonology, morphology, syntax, semantics, and pragmatics).
  5. 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

Reviews

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