High Impact Issues in SLP Master Course: ADHD, SPD, APD and the Law
Master Class Series, 13.5-hours
Course Description
Legally Defensible IEPs
This session presented the basis and components for an approach that enables SLPs to become highly credible when reporting their findings and recommendations during individualized education plan meetings. Components of legally defensible documentation and report writing was addressed.
ADHD
Inattentiveness, hyperactivity, and impulsivity are the most common presenting behavioral manifestations in at-risk school-aged children. This presentation discusses the causes of hyperactivity, overactivity, and inattentiveness in children beyond the ADHD diagnosis. It addresses a select variety of conditions which may mimic symptoms, including medical diagnoses, traumatic brain injury, language and literacy disorders, acquired genetic disorders, as well as psychiatric disorders with similar symptomology. Recommendations related to which standardized and clinical assessment batteries can be used for determination of language related-deficits are presented. Finally, treatment options, accommodations, modifications and compensatory strategies to improve affected performance in social and academic settings, are also provided.
Central Auditory Processing
This course presented an overview of assessment and management of central auditory processing disorders in children. Interdisciplinary aspects of working with school-age children was highlighted.
Sensory Processing Disorder
Treatment of sensory integration is widely used but recommendation though research is limited. This presentation will focus on the current evidence that is available, discuss the need for additional research, and explain how to cautiously apply the current evidence to practice.
CEUs/Hours Offered
ASHA: 1.35 ASHA CEUs,
Intermediate
CA SLPAHB: 13.5 hrs
CMH: 13.5 hrs
About the Presenters
Andrew J. Vermiglio, AuD, FAAA, CCC-A
Bio and Disclosures
Tatyana Elleseff, MA, CCC-SLP
Bio and Disclosures
Lenore Boyarin, Esq.
Bio and Disclosures
Jacqueline Dobres, MS OT R/L, BCBA
Bio and Disclosures
Learning Outcomes
Explain characteristics and report components of a credible expert.
Define and explain components of a forensic report
Identify credibility pitfalls.
List core symptoms of ADHD as listed in DSM-5 and interpret them through the differential diagnostic lens
Identify select standardized and clinical assessment batteries useful for students with ADHD
Review select EBP treatment approaches and describe their utility
Analyze data related to central auditory processing assessments and generate appropriate treatment recommendations
Analyze data related to sensory integration activities that also compare it to other clinical dimensions (i.e. attention, escape from work).
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
60 mins – Discuss core symptoms of ADHD as listed in DSM-5 and interpret them through the differential diagnostic lens.
30 mins – Describe which disorders have similar symptoms as ADHD
30 mins – Identify select standardized and clinical assessment batteries useful for students with ADHD
60 mins – Review select EBP treatment approaches and describe their utility
60 mins – List compensatory strategies for intervention purposes
30 mins – List useful accommodations and environmental modifications for students with ADHD to improve focus in therapy sessions
10 mins – Special considerations
15 mins – Q&A
5 mins – Disclosures, Introduction
25 mins – Review of popular therapeutic approaches
50 mins – Methodology
- Discuss central auditory processing disorder as a theoretical and clinical diagnosis.
- Evaluate research related to central auditory processing processing disorder according to acceptable levels of evidence and discuss clinical applications
- Analyze data related to central auditory processing assessments and generate appropriate treatment recommendations
30 mins – Results and Recommendations
10 mins – Q&A
5 mins – Disclosures, Introduction
50 mins – Literature Review and Methodology
- discuss sensory processing disorder as a theoretical and clinical diagnosis.
- evaluate research related to sensory processing disorder according to acceptable levels of evidence and discuss clinical applications
- analyze data related to sensory integration activities that also compare it to other clinical dimensions (i.e. attention, escape from work).
55 mins – Results and Recommendations
10 mins – Q&A
5 mins – Disclosures, Introduction
25 mins – Objectives:
1. To understand IDEA and its impact on conducting
speech/language evaluations and resulting IEP
recommendations.
2. To understand the process of conducting a legally
defensible speech/language evaluation.
3. To understand the components of a legally defensible
speech/language evaluation.
4. To understand the considerations to be included in
assessments for specific populations.
5. To write a legally defensible speech/language evaluation
report.
50 mins – Methodology: assessment requirements per IDEA, written report requirements per Educational Code, components of a legally defensible assessment report (e.g., case history, testing observations, previous assessments, classroom observations)
30 mins – Recommendations: use of validity statements, importance of informal observations, considerations for special populations, adverse impact on education
10 mins – Q&A
5 mins – Disclosures, Introduction
25 mins -address objectives:
- Discuss central auditory processing disorder as a theoretical and clinical diagnosis.
- Evaluate research related to central auditory processing processing disorder according to acceptable levels of evidence and discuss clinical applications
- Analyze data related to central auditory processing assessments and generate appropriate treatment recommendations
20 mins – Methodology: evidence-based procedures, assessment methods and implications on language development and literacy
30 mins – Recommendations: considerations for special populations, adverse impact on education
10 mins – Q&A
5 mins – Disclosures, Introduction
25 mins – Discussion of the purpose for each type of assessment
30 mins: comparative analysis of neuropsychological vs. language/literacy assessment batterie45 mins
25 min: Discussion about assessment components relevant to intervention provision
5 mins: Q&A
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