Educational and Social Impact
Master Course
Master Class Series, 3.5-hours
Course Description
Part 1:
Determining Adverse Educational and Social Impact: Articulation and Phonology
This presentation reviewed evidence-based strategies of determining the impact of speech disorders on educational progress and social interactions using rating scales that analyze real-life authentic observations by teachers and clinicians. This session examined ways to assess real-world challenges faced by individuals with speech disorders in the school setting and their adverse educational and social impact.
Part 2:
Determining Adverse Educational and Social Impact: Developmental Language Delay
This presentation reviewed evidence-based strategies of determining the impact of a developmental language disorder (DLD) on educational progress and social interactions using rating scales that analyze real-life authentic observations by teachers and clinicians. This session examined ways to assess real-world challenges faced by individuals with DLD in the school setting and their adverse educational and social impact.
Part 3:
Determining Eligibility in the Times of COVID
This presentation discussed resources and best practices to assist SLPs who are
completing school-based language and speech assessments for students in the USA following the
COVID-19 Pandemic. Evidence-based resources were discussed and shared, such as dynamic
assessment measures to determine language/speech-learning potential, in addition to general
education systems that can be implemented to assist in addressing over referrals. Laws such as IDEA,
2004, and state education codes were also be reviewed.
CEUs/Hours Offered
ASHA: 0.35 ASHA CEUs,
Intermediate
CA SLPAHB: 3.5 hrs
CMH: 3.5 hrs
About the Presenters
Adriana Lavi, PhD, CCC-SLP
Bio and Disclosures
Kelly Arellano, MA, CCC-SLP
Bio and Disclosures
Learning Outcomes
- Explain the need for school-based speech evaluations to include teacher observations when determining adverse educational and social impact
2. Explain the valuable information that teachers can provide regarding a student’s speech in the school-based setting
3. List educational and social communication areas that were found to be directly affected by difficulties in articulation and phonology
- Explain the need for school-based language evaluations to include teacher observations when determining adverse educational and social impact
- Explain the valuable information that teachers can provide regarding a student’s speech understanding of spoken language, oral language, language integration, literacy, and social language abilities in the school-based setting
- List educational and social communication areas that were found to be directly affected by difficulties in language comprehension and expression
1. Discuss research driven EBP in dynamic assessment for school-age children.
2. Identify resources that assist in completing evidence-based assessments for schoolage children.
3. Describe general education intervention supports and systems for school-age
children to address over-referrals of assessments.
Satisfactory Course Completion Requirements
This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.
Agenda
5 mins – Disclosures, Introduction
50 mins – Objectives
Explain the need for school-based speech evaluations to include teacher observations when determining adverse educational and social impact
Explain the valuable information that teachers can provide regarding a student’s speech in the school-based setting
List educational and social communication areas that were found to be directly affected by difficulties in articulation and phonology
5 mins – Q&A
5 mins – Disclosures, Introduction
50 mins – Objectives
Explain the need for school-based speech evaluations to include teacher observations when determining adverse educational and social impact
Explain the valuable information that teachers can provide regarding a student’s language performance in the school-based setting
List educational and social communication areas that were found to be directly affected by difficulties in language comprehension and expression
5 mins – Q&A
5 mins – Disclosures, Introduction
45 mins – Objectives
Discuss research driven EBP in dynamic assessment for school-age children.
Identify resources that assist in completing evidence-based assessments for school age children.
Describe general education intervention supports and systems for school-age
children to address over-referrals of assessments.
30 mins – Results and Recommendations
10 mins – Q&A
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Accommodations. Contact Dr. Lavi (909) 724-8564 or [email protected] if you require accommodations such as video course transcripts or video captioning.