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Language Disorders: from Infancy Through Adolescence: Module 4 - Developing Language

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Format(s):   Home-study
Discipline(s):   Speech-Language
Contact Hours:   8
Registration Fee:   $159


Objectives
1. To identify which children are in the developing language phase of communication development 2. To review basic requirements of the Individuals with Disabilities Education Act (IDEA) 3. To define important components and considerations of assessment with children with developing language 4. To examine the phonological component of communication development in children developing language 5. To examine assessment of vocabulary and syntax/morphology at this phase 6. To describe how to obtain and measure a speech sample analysis at this phase 7. To examine assessment of pragmatics at this phase 8. To identify special considerations in assessment of older children with severe impairment in the developing language phase 9. To determine the role of the family at this phase 10. To define phonological awareness 11. To identify appropriate goals within the areas of phonology, syntax, and pragmatics at this stage of language development 12. To compare approaches to intervention 13. To compare service delivery models 14. To identify special considerations in intervention of older children with severe impairment in the developing language phase 15. Identify typical activity limitations in children with CMT including neglect of hands, decreased visual awareness, interference of symmetric head and neck righting reactions, limited vestibular and proprioceptive development 16. Recognize techniques and hand placements for two-person passive range of motion exercises in children with CMT 17. Identify age ranges appropriate for children with CMT to be fitted for orthotic/assistive devices 18. Recognize the use of the Dynamic Orthotic Crainioplasty (DOC) Band used to treat deformational plagiocephaly in infants up to 24 months of age 19. Recognize arthrogryposis multiplex congenital (AMC) as a non-progressive neuromuscular syndrome present at birth 20. Recognize common clinical manifestations to both types of AMC including clubfeet, wrist and shoulder positions 21. Identify percentages of children with AMC that have extended elbows, flexed elbows, extended knees and flexed knees 22. Identify important parameters of a stretching program in children with AMC including sets, repetitions and length of time stretches should be held 23. Recognize most orthotics are fabricated from lightweight polypropylene for children with AMC 24. Recognize pain as a significant issue that occurs with aging in patients with AMC

Target Audience
Speech Language Pathologists

Agenda
Chapter 8: Assessment for Developing Language Chapter 9: Intervention for Developing Language

Description
By Rhea Paul, Ph.D. This course utilizes text from the hardback textbook by Rhea Paul, Ph.D. “Language Disorders from Infancy Through Adolescence” ©2007. This text provides essential guidance for properly assessing childhood language disorders and providing appropriate treatment. Coverage includes the entire developmental period through adolescence, as well as additional concepts related to child language disorders such as prevention, syndromes associated with language disorders, and multicultural practice. Basic concepts and vocabulary used in the field are presented along with an overview of key issues and controversies, an understanding of the scope of communicative difficulties that make up child language disorders, and information on how language pathologists approach the assessment and intervention processes.

Dates and Locations
 
Purchase Address:   Home-study
Location:  
Dates:   01-31-2020 - 01-31-2020, 12:00AM 12:00AM
Instructor(s):  
Accommodation(s):