CEUs for SLPs

Evidence Based Interventions for SLPs Master Course

Master Class Series, 10-hours

Course Description

Part 1:
Evidence-Based Goal Writing for Pediatric SLPs
This advanced session focused on assisting SLPs with creating evidence-based language and literacy goals for pediatric treatment purposes. It described the role of assessment tasks on popular tests and discussed their suitability or lack thereof for treatment purposes. It explained how to meaningfully integrate literacy goals into language treatment sessions as well as how to set up contextualized language intervention sessions for treatment purposes. The process for writing measurable and academically functional treatment goals was outlined.
Part 2:
Narrative Skills Interventions in Speech Pathology
Narrative difficulties in children are indicative of social-communication as well as academic deficits. Narrative interventions with a focus on improving microstructural and macrostructural abilities can significantly improve the students’ functioning in the areas of oral language, reading, and writing. This webinar will describe specific narrative intervention targets based on narrative stages. It will discuss the hierarchy of narrative intervention targets as well as explain where the learners can find and adapt a variety of free/low cost materials for narrative intervention purposes.
Part 3:
Evidenced Based Use of Animated Films to Target Language Goals
Evidence based interventions in language and literacy disorders do not have to be boring. High quality therapeutic interactions can be accomplished in therapy sessions with a focus on using animated films and computer generation animation. This webinar will discuss how to target numerous therapeutic goals via the use of salient therapeutic content. It will discuss components of EBP therapeutic interventions as well as describe best target selection options for language and literacy purposes during contextualized therapy intervention sessions.
Part 4:
Improving Critical Thinking Skills via Picture Books in Children with Language Disorders.
Critical thinking involves analysis, synthesis and evaluation of information in order to recognize patterns, distinguish right from wrong, offer opinions, anticipate reactions, compare scenarios to choose favorable outcomes, as well as consider a variety of solutions to the same problem. These are the skills children need to make appropriate independent decisions. For language impaired children, critical thinking skills hierarchy needs to be explicitly addressed in therapy sessions in order to improve these children’s independent decision-making abilities. This workshop will discuss how to address critical thinking skills through picture books utilizing the framework outlined in Bloom’s Taxonomy: Cognitive Domain which encompasses the categories of: knowledge, comprehension, application, analysis, synthesis, and evaluation.
Part:5
Video Based Assessment of Pragmatics and Video Modeling
This session introduces modern video-based assessment methods of paralinguistic aspects of pragmatic language and discusses how using these results lead to more accurate diagnosis and treatment planning. This presentation reviews nonverbal language profiles (such as affect, eyebrow movement, vocal inflections) of individuals with various neurodevelopmental disorders to assist clinicians with differential diagnosis. Additionally, this session presents an evidence-based treatment approach to address social language deficits (including paralinguistics) through a real-life video-based peer modeling method that targets comprehension of social context cues, reading and using facial expressions, vocal inflections, tone of voice. This session highlights specific skills such as detecting sarcasm, deceit and expression of empathy This presentation discusses case studies and study results conducted with elementary, middle, and high school individuals with various neurodevelopmental disorders (N=41).

CEUs/Hours Offered

ASHA: 1.0 ASHA CEUs, Advanced
CA SLPAHB: 10 hrs
CMH: 10 hrs

About the Presenters

Dr. Adriana Lavi

Bio and Disclosures

Learning Outcomes

  1. Discuss why treatment goals cannot be formulated based on assessment task performance   
  2. Describe how to create contextualized therapy interventions for optimal goal attainment 
  3. Explain how to create measurable goals which integrate language and literacy targets
  1. Discuss current findings on narrative research
  2. Explain the impact of narrative interventions on academic performance
  3. List components of effective narrative instruction
  4. Identify specific narrative intervention targets with respect to macro and microstructural elements
  5. Explain how to incorporate components of narrative instruction into speech language therapy sessions
  1. Discuss current research on contextualized therapy intervention
  2. Explain the impact of contextualized therapy intervention on academic performance
  3. List components of effective EBP interventions
  4. Identify specific intervention targets applicable to the usage of animated films
  5. Access free animated film resources
  1. Describe components of Blooms Taxonomy relevant to critical thinking skills instruction 
  2. List critical thinking skills hierarchy
  3. Discuss how to implement effective critical skills instruction via picture books

1. Define communicative intent and explain instrumental versus affective intent and Pragmatic Judgment versus Performance in context of social communication, and their implications in social skills treatment.
2. Explain how teaching paralinguistics such as paralinguistic decoding and use of paralinguistic cues is critical in improving social communication, specifically the ability to understand communicative intent and social context
3. Identify and comparatively analyze pre and post- treatment study results with two clinical groups, high functioning autism and social communication disorder

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
25 mins - Review of current research
50 mins - Objectives
Discuss why treatment goals cannot be formulated based on assessment task performance
Describe how to create contextualized therapy interventions for optimal goal attainment
Explain how to create measurable goals which integrate language and literacy targets
30 mins - Results and Recommendations
10 mins - Q&A

5 mins - Disclosures, Introduction

25 mins - Review of current research

50 mins - Objectives

1. Discuss current findings on narrative research 
2. Explain the impact of narrative interventions on academic performance
3. List components of effective narrative instruction
4. Identify specific narrative intervention targets with respect to macro and microstructural elements 
5. Explain how to incorporate components of narrative instruction into speech language therapy sessions 


30 mins - Results and Recommendations

10 mins - Q&A

5 mins - Disclosures, Introduction

25 mins - Review of current research

50 mins - Objectives

1. Discuss current research on contextualized therapy intervention 
2. Explain the impact of contextualized therapy intervention on academic performance
3. List components of effective EBP interventions 
4. Identify specific intervention targets applicable to the usage of animated films 
5. Access free animated film resources


30 mins - Results and Recommendations<br>

10 mins - Q&A

5 mins - Disclosures, Introduction

25 mins                      Bloom's taxonomy

50 mins                      Methodology

30 mins                      Recommendations, Discussion

10 mins                      Q&A

5 mins - Disclosures, Introduction 

25 mins - Review of current research 

50 mins - Objectives 

1. will define communicative intent and explain instrumental versus affective intent and Pragmatic Judgment versus Performance in context of social communication, and their implications in social skills treatment. 
2. will explain how teaching paralinguistics such as paralinguistic decoding and use of paralinguistic cues is critical in improving social communication, specifically the ability to understand communicative intent and social context  
3. will identify and comparatively analyze pre and post- treatment study results with two clinical groups, high functioning autism and social communication disorder 


30 mins - Results and Recommendations<br>

10 mins - Q&A

ABIU Brand Block - Color Long - Name Only

Our Guarantee. Lavi Institute seeks to maintain and enhance our reputation of providing you with high quality educational services for the speech pathology industry. If you attend one of our seminars or webinars and do not receive the educational and professional benefits described in our literature, or have some other professional complaint, please let us know in writing within seven days of attending our seminars/webinars. We value complaints as they assist us to improve our products, services and customer service. Lavi Institute is committed to being responsive to the needs and concerns of our customers or potential customers and to resolving your complaint as quickly as possible. You may contact us at www.laviinstitute.com/contact 

Accommodations. Contact Dr. Lavi (909) 724-8564 or [email protected]  if you require accommodations such as video course transcripts or video captioning.

Scroll to Top