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The Adolescent Brain: Applications for Clinical Management (Part 1)

presented by Martha S. Burns, PhD, CCC-SLP, ASHA Fellow

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Disclosure Statement:

Financial: Martha S. Burns receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.

Nonfinancial: Martha S. Burns is a neuroscience professor in communication sciences and disorders.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

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Video Runtime: 48 Minutes; Learning Assessment Time: 24 Minutes

This two-part course will review new research and provide practical information on new approaches for working with adolescents. The focus of Part 1 will be an overview of the research on the adolescent brain mismatch--developing social skills versus executive functions. It will also include information on the dynamic coaching model to enhance adolescent motivation for intervention. The content is helpful for reading, language, and learning disability specialists working with adolescents in academic or private practice settings.

Meet Your Instructor

Martha S. Burns, PhD, CCC-SLP, ASHA Fellow

Dr. Martha S. Burns has been a practicing speech-language pathologist in the Chicago area for more than 40 years. She serves on the faculty of Northwestern University, department of communication sciences and disorders, and has been a consultant to the Rehabilitation Institute of Chicago for 35 years. Dr. Burns is a fellow of the American…

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Chapters & Learning Objectives

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1. The Adolescent Brain: Opportunities and Risks Associated With Social Versus Cognitive Maturation

Chapter 1 reviews the current research on cognitive and communication characteristics of adolescents, including research from the Adolescent Brain Cognitive Development Study (ABCD) as applicable to assessment and treatment of communication and executive functions in adolescents. The chapter focuses on the gap between social skill maturation and regulatory executive functions.

2. Differential Diagnosis of Impairments of Oral/Written Language, Reasoning, and Social Components of Executive Function

Chapter 2 reviews characteristics of oral and written language patterns often observed in students with a history of speech and language issues. The chapter includes patterns associated with paragraph organization, metaphorical language, and problems with inferential and deductive reading, as well as social-emotional learning (SEL) considerations. These factors are especially important in working with adolescents because of the maturational discrepancy between social and reward processing capacities versus regulatory skills.

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