Child Course Descriptions
All courses listed here will be pre-recorded and available for the duration of convention.
"Assessment of Childhood Apraxia of Speech" (120 minutes - 2 hours)
Jennie Bjorem, MA, CCC-SLP
Description: A recent survey collected by Bjorem Speech indicated that over 40% of SLP's consider themselves novice/still learning in the area of CAS. During this course we will outline the characteristics of CAS and how they differentiate from other speech disorders and how that impacts a differential diagnosis. We will walk through the evaluation process, learn how to choose targets, write goals and learn about treatment approaches and strategies.
-Identify the characteristics of CAS that separate the diagnosis from other speech sound disorders
-Define childhood apraxia of speech
-Define differential diagnostic criteria for CAS and learn how to informally assess
"Treatment of Childhood Apraxia of Speech" (120 minutes - 2 hours)
Jennie Bjorem, MA, CCC-SLP
Description: A recent survey collected by Bjorem Speech indicated that over 40% of SLP's consider themselves novice/still learning in the area of CAS. During this course we learn about the different treatment approaches available for CAS and review the Principles of Motor Learning. Multi-sensory cueing strategies will be discussed as well as how to incorporate cueing into therapy. Ideas for functional play-based instruction using a motor planning based approach will be provided giving therapists immediate takeaways.
-Identify treatment approaches available for CAS
-Understand cueing strategies to support a motor planning approach to therapy
-Understand how to implement growth mindset and be able to use these tools to educate parents and teachers
"The Overlap Between Speed Sound Disorders and Word Reading" (120 minutes - 2 hours)
Kelly Farquharson, PhD, CCC-SLP
Description: This session will review new research on the overlap between speech sound production skills and word reading ability. Specifically, we will discuss several theoretical frameworks, such as the phonological processing theory of reading and the double deficit hypothesis. We will discuss phonological processing skills, as they relate to both speech production and word reading. This will include an overview and brainstorming session on SLPs’ role in assessing these skills. General assessment and treatment implications will be highlighted and discussed. Participants are also encouraged to be prepared to brainstorm ideas for advocating for system-wide change in their current eligibility processes for children with speech sound disorders.
-Explain the phonological processing theory of reading
-List three phonological processing skills
-Outline ways to assess phonological processing abilities in children
"Alabama State Department of Education Updates" (120 minutes - 2 hours)
Stephanie Frucci, EdS, CCC-SLP
Description: State Department of Education, Special Education Services staff will discuss changes and updates regarding policies and procedures in the public schools. Discussion will include issues related to determination of eligibility, composition of appropriate and individualized IEPs, and compliance with federal and state regulations specific to speech or language impairment and the practice of speech-language pathology in the public schools.
-Identify current and upcoming changes and updates in policies and procedures for students with disabilities in Alabama’s public schools
-Recognize and correct common issues of compliance with federal and state regulations when determining eligibility for special education and related services, specifically in the area of speech or language impairment
-Recognize and correct common issues of compliance with federal and state regulations when writing IEPs for students with disabilities
"But What About Culture? Looking Beyond Our Understanding of Oral Language and Literacy" (90 minutes - 1 1/2 hours)
Megan-Brette Hamilton, PhD, CCC-SLP
Description: Reading is more than just learning how to decode words and comprehend large amounts of texts. Reading also involves taking into consideration a person's cultural and linguistic background. This training will focus on how SLPs can recognize and validate the cultural-linguistic background of their clients in order to provide more accurate assessment of their reading skills and more targeted culturally responsive reading goals. An emphasis is placed on the cultural-linguistic features of African American English.
-Identify ways that a person's oral language background may influence their literacy skills
-Describe ways that a person's cultural identity may influence their literacy skills
-Identify grammatical and phonological patterns of African American English
-List 3 ways to take one's cultural-linguistic background into consideration when assessing and teaching reading
"All Learning is Social and Emotional: The M-E-T-ATM Approach to building EF & Emotional Competence" (120 minutes - 2 hours)
Sucheta Kamath, CCC-SLP, MA
Description: A healthy prefrontal system acts more like a cool wizard rather than the brain that is high-jacked by the limbic system which acts more like a crazy, reactive lizard brain. This wizard brain enables the individuals to reassess the social context, reappraise the emotional and affective states, redirect responses and readjust behaviors to produce favorable outcomes for self and for others. In this workshop, Sucheta will discuss self-regulation, social-emotional competence, and an effective M-E-T-A™ (Mindful Examination of Thinking and Awareness) intervention approach designed to enhance Executive Function including goal-directed planning, strategic thinking, and future-forward thinking. The session will present effective and evidence-based strategies to help manage executive dysfunction and emotional dysregulation in children and adults with cognitive-communication disorders in a variety of contexts. Finally, this presentation will help clinicians dive deep into the interplay between one’s own EF skills and of those that we coach, teach or manage.
-Identify the nature and scope of hot and cool Executive Function, social-emotional regulation, and the role of context in producing effective self-directed goals
-Describe the role of emotions in self-regulation as it relates to the daily adaptive processes in children and adults in emotionally charged situations
-List practical interventions that promotes the development of key components of Executive Function in multiple contexts
-Integrate tools and methods that promote the transfer and generalization of social-emotional, cognitive, and executive function skills beyond the clinical setting into everyday situations
'Working on /r/? Some Tools for Your Toolbox" (60 minutes - 1 hour)
Carol Koch, EdD, CCC-SLP
Description: The phoneme /r/ presents many challenges for successful and efficient remediation. Up to 25% of the caseloads for SLPs in grades 7 - 12 include students with speech sound production errors. Many of those students demonstrate errors of difficulty with only a few speech sounds, including the phoneme /r/. This session will explore those challenges and focus on some strategies that may prove to be "game changers!"
-Describe the common challenges related to remediation of the /r/ sound
-Describe strategies of facilitating contexts for remediation of the /r/ sound
-Describe the use of verbal and physical prompts for remediation of the /r/ sound
Sessions may be listed in multiple places if of interest to multiple disciplines. Additional sessions that cover all disciplines (such as Ethics) are listed on the All-Access Courses Page. Please refer to that page for additional CE opportunities.