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Language Disorders: from Infancy Through Childhood Module 5 : Language for Learning

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

1. To identify the participants of assessment for children at the language for learning stage of development 2. To identify the multiple methods that children might be referred to the SLP for assessment of communication 3. To identify the purpose(s) of standardized assessment at this stage 4. To delineate specific phonological, syntactic, and semantic skills and their importance 5. To differentiate between different assessment methods 6. To define speech sample and narrative analysis measures specific to this stage of development 7. To identify metalinguistic skills and their importance 8. To distinguish specific considerations for assessment in older children at the language for learning level 9. To describe the advantages of transdisciplinary intervention at this stage 10. To examine possible behavioral intervention strategies 11. To examine guidelines for intervention that are specific to this level of development 12. To identify specific methods of intervention to address semantics, syntax, and pragmatics and the skill sets these intervention tools address 13. To examine the acquisition of phonological awareness 14. To explore learning strategies to address metacognitive skills 15. To identify key components of federal IEP guidelines 16. To differentiate between collaborative and consultative models of intervention 17. 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 18. Recognize techniques and hand placements for two-person passive range of motion exercises in children with CMT 19. Identify age ranges appropriate for children with CMT to be fitted for orthotic/assistive devices 20. Recognize the use of the Dynamic Orthotic Crainioplasty (DOC) Band used to treat deformational plagiocephaly in infants up to 24 months of age 21. Recognize arthrogryposis multiplex congenital (AMC) as a non-progressive neuromuscular syndrome present at birth 22. Recognize common clinical manifestations to both types of AMC including clubfeet, wrist and shoulder position. 23. Identify percentages of children with AMC that have extended elbows, flexed elbows, extended knees and flexed knees 24. Identify important parameters of a stretching program in children with AMC including sets, repetitions and length of time stretches should be held 25. Recognize most orthotics are fabricated from lightweight polypropylene for children with AMC 26. Recognize pain as a significant issue that occurs with aging in patients with AMC

Target Audience
Speech Language Pathologists

Chapter 11: Assessing Student’s Language for Learning Chapter 12: Intervening at the Language-For-Language Period

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
Dates:   01-31-2020 - 01-31-2020, 12:00AM 12:00AM