Speech Pathology Courses

Evaluation of Voice Disorders is a specialized area within the field of Speech-Language Pathology and requires specific skill and training, often beyond what is obtained during typical training of Speech-Language Pathologists (SLP). Evaluating the injured singing voice takes this concept a step further, requiring not only knowledge of the anatomy, physiology, and science of voice production and vocal pathology but also knowledge and skill in the area of vocal pedagogy and performance. This course will cover considerations for scope of practice and training of the SLP in addition to an overview of special considerations in the evaluation of this population.

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Video Runtime: 74 Minutes, Learning Assessments: 24 Minutes

Over the years, the Fiberoptic Endoscopic Evaluation of Swallowing (FEES) has gained importance and use for clinicians who assess oropharyngeal dysphagia. Many consider FEES to be another gold standard when compared to video fluoroscopy because of its unique and sensitive findings. The best practice is to have both tools so that the one best suited for a particular patient can be utilized. In this course, Dr. Susan Langmore, who developed FEES, will present an overview of the procedure and its salient findings, enhanced by many video clips illustrating swallowing abnormalities. Two speech-language pathology colleagues of Dr. Langmore will share their histories of adding FEES to their practice. This course is aimed at SLPs who are new to clinical practice as well as those SLPs who have used fluoroscopy for years and are now contemplating adding FEES.

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Video Runtime: 72 Minutes; Learning Assessment Time: 36 Minutes

Person-centered care is newly emphasized as a best practice, in general health care as well as speech pathology. However, this approach contrasts significantly with the previously emphasized medical model and impairment-based testing and goals. Assessment and goal setting are fundamental steps in shaping a therapist's treatment for a highly meaningful and person-centered approach. This course uses best practices, evidence, and practical ideas to describe a person-centered assessment model and functional goal-writing frameworks for the adult neurogenic population, with practical examples from speech-language pathology across settings, from acute care to home health to outpatient therapy.

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Many SLPs struggle to teach social language/pragmatic skills for a variety of students, some of whom meet special education eligibility requirements. This course highlights social language skills from an educationally relevant / school curriculum perspective and discusses the SLP's role with all students in regular and special education. Many social language functions are described, and several case studies are presented. Participants will identify inappropriate social language and prioritize goals and service delivery models for the case studies provided.

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Part one of this two-part course will describe strategies for helping to insulate the child who stutters from the effects of bullying. These strategies include desensitization to stuttering and desensitization to bullying in preparation for learning how to respond effectively to bullying to reduce the likelihood of further bullying. Part one focuses on the process of helping children who stutter become less affected when bullied by other children. Desensitization to stuttering and bullying, and learning appropriate responses to bullying, can help to insulate children so bullying is less likely to affect them.

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Speech-language pathologists working with pediatric populations require knowledge and skills across a wide variety of areas, including communication, cognition, literacy, and swallowing. With the breadth of knowledge that is required for the pediatric SLP, it can be difficult to maintain a current knowledge base in all areas of practice. This course is designed to provide the new or veteran SLP with an update in theories of language acquisition, models of language components, and normative data regarding receptive/expressive auditory/spoken language development.

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Narrative language skills contribute to academic success for school-age students. Children with language impairment have difficulty acquiring narrative proficiency. This may negatively impact their academic performance in oral and written contexts. This course will summarize a narrative intervention program entitled Supporting Knowledge in Language and Literacy (SKILL). Service-delivery options for using SKILL in school settings will be summarized.

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