Counseling Skills for Speech-Language Pathologists and Audiologists

New CEU Course for SLPs & Audiologists!

CE Credit: 8 Hours (0.8 ASHA CEUs)
Target Audience: Speech-Language Pathologists & Audiologists
Learning Level: Intermediate

Course Abstract:

This is a test only course (book not included). The book (or e-book) can be purchased from Amazon.

Counseling Skills for Speech-Language Pathologists and Audiologists, 2nd Ed.

Click on image to learn more!

This CE test is based on the book “Counseling Skills for Speech-Language Pathologists and Audiologists, 2nd Ed.” (2011, 552 pages). Whether you are a beginning or more experienced speech-language pathologist or audiologist, Counseling Skills for Speech Language Pathologists and Audiologists, 2nd Edition can equip you with effective counseling skills needed to help your clients cope with the challenges of communication disorders. Counseling Skills for Speech-Language Pathologists and Audiologists is the only text available that combines the insights of a well-respected clinical psychologist with the practical knowledge of a recognized speech-language pathologist to highlight the most important basic and advanced counseling skills. Written in user-friendly language, this text places the theories of counseling in real-life contexts that are applicable for today’s speech-language pathologists and audiologists. Numerous, varied examples drawn directly from the first-hand experiences of the authors help you develop relevant and usable skills. Case studies and proven learning features refine your ability to manage even the most challenging emotions, behaviors, and situations. Course #80-50 | 36 posttest questions

Learning Objectives:

  1. Differentiate purposes and scope of practice of counseling skills needed by SLPs and audiologists
  2. Describe theories of counseling and characteristics of therapeutic relationships
  3. Select key issues that should be considered for counseling in a multicultural society
  4. Identify counseling skills needed for working with a variety of specific disorders
  5. Identify procedures for working with clients’ defense mechanisms and challenging emotional states
  6. List methods professionals can use to ensure that they take care of themselves

About the Author(s):

Lydia V. Flasher, PhD, earned her baccalaureate summa cum laude and Phi Beta Kappa from Duke University, and her master’s and doctorate in clinical psychology from Vanderbilt University. Her mentor at Vanderbilt was Hans H. Strupp, a pioneer in psychotherapy research and short-term dynamic psychotherapy. After completing her internship at the Montreal Children’s Hospital, a McGill University teaching hospital, she worked as a staff psychologist in the hospital, specializing in personality assessment, family therapy, and health psychology in pediatric oncology. Dr. Flasher has served as a professor at Colorado State University and the University of the Pacific and has many years of experience teaching graduate students in clinical and counseling psychology. She has served as director of a university training clinic for doctoral students in counseling psychology and has approximately 20 years of experience supervising psychology graduate students, interns, and postdoctoral fellows. Currently, Dr. Flasher serves as Director of the Psychology Training Programs and as staff psychologist at the Children’s Health Council in Palo Alto, California. In her administrative role, she is co-director for an APA-approved, pre-doctoral psychology internship consortium between Stanford University’s Packard Children’s Hospital and Children’s Health Council. She also directs a clinical psychology postdoctoral fellowship program. In her direct clinical work, she specializes in multidisciplinary assessments, anxiety disorders, and family therapy.

Paul T. Fogle, PhD, CCC-SLP, earned his Bachelor of Arts and his Masters of Arts at California State University, Long Beach. After receiving his M.A., he started the first high school aphasia class in California, working with adolescents who had sustained traumatic brain injuries, strokes, and other neurological impairments. Dr. Fogle also worked as a therapist at the UCLA Psychology Adult Stuttering Clinic during this time. Dr. Fogle earned his doctorate from the University of Iowa and went on to teach undergraduate courses on Introduction to Speech-Language Pathology and Audiology, Anatomy and Physiology of Speech, and Speech Science. At the graduate level he has taught Neurological Disorders in Adults, Motor Speech Disorders, Dysphagia/Swallowing Disorders, Gerontology, Voice Disorders, Cleft Palate and Oral-Facial Anomalies, and Counseling Skills for Speech-Language Pathologists. Dr. Fogle has worked extensively in hospitals while also maintaining a year-round private practice for over 35 years. He has presented at state, ASHA, international (IALP), and Asia-Pacific Society for the Study of Speech-Language Pathology and Audiology conferences. Dr. Fogle has been involved with forensic speech-language pathology (court testifying as an expert witness) for over 25 years and has published and presented on that topic. Most recently he has been the speech-language pathologist on Rotaplast (Rotary) International Cleft Palate teams in Venezuela, Egypt, and India.

Accreditation Statement:

ASHA-Approved Provider

This course is offered for .8 ASHA CEUs (Intermediate level, Professional area).

ASHA credit expires 07/20/2014. ASHA CEUs are awarded by the ASHA CE Registry upon receipt of the quarterly completion report from the ASHA Approved CE Provider. Please note that the date that appears on ASHA transcripts is the last day of the quarter in which the course was completed.

Renewal Information for New York Licensees

A professional license is the authorization to practice and use a professional title in New York State. Your license is valid for life unless it is revoked, annulled, or suspended by the Board of Regents.

To practice in New York under the authority of your license, you must reregister every three years (two years for medicine). You are automatically registered for your first registration period when your license is issued. Thereafter, your board will send renewal information to the name and address on file for you at least four months before your registration expires.

Psychology
New York Board of Psychology
View the Board Website
or Email the Board
Phone: 518-474-3817 x592
CE Required: No
Home Study Allowed: N/A
License Expiration: N/A
National Accreditation Accepted: N/A
Notes: Must complete 2 hr course in child abuse reporting pre-licensure
Date of Info: 8/15/2011
Social Work
New York Board of Social Work

View the Board Website
or Email the Board
Phone: 518-474-3817 x592
CE Required: No
Home Study Allowed: N/A
License Expiration: N/A
National Accreditation Accepted: N/A
Notes: Must complete 2 hr course in child abuse reporting pre-licensure
Date of Info: 8/15/2011
Occupational Therapy
New York Board of OT

View the Board Website
or Email the Board
Phone: 518-474-3817 x270
CE Required: No
Home Study Allowed: N/A
License Expiration: N/A
National Accreditation Accepted: N/A
Date of Info: 8/15/2011
Speech Language Pathology & Audiology
Board for SLP/A

View the Board Website
or Email the Board
Phone: 518-474-3817 x270
CE Required: 30 hours every 3 years
Home Study Allowed: 20 hours if ASHA approved (self-study)
License Expiration: Birthmonth, every 3 years
National Accreditation Accepted: ASHA
Notes: 20 hours must be in “professional” area
Date of Info: 8/15/2011
Counseling & MFT
New York Mental Health Practitioners Board

View the Board Website
or Email the Board
Phone: 518-474-3817 x592
CE Required: No
Home Study Allowed: N/A
License Expiration: N/A
National Accreditation Accepted: N/A
Notes: Must complete 2 hr course in child abuse reporting pre-licensure
Date of Info: 8/15/2011
Dietetics/Nutrition
New York State Board for Dietetics & Nutrition

View the Board Website
or Email the Board
Phone: 518-474-3817 x270
CE Required: No
Home Study Allowed: N/A
License Expiration: N/A
National Accreditation Accepted: N/A
Date of Info: 8/15/2011
Enhanced by Zemanta

Evidence-Based Practice in Communication Disorders – Only 3 Left!

Evidence-Based Practice in Communication Disorders

Click on image to view course webpage

6 Hours CE for Only $89!

With this landmark textbook, speech-language pathologists will learn to apply current best evidence as they make critical decisions about the care of each individual they serve. The first text that covers this cutting-edge topic for the communication disorders field, this book introduces SLPs to the principles and process of evidence-based practice, thoroughly covering its three primary components: “external” evidence from systematic research, “internal” evidence from clinical practice, and evidence concerning patient preferences. SLPs will get the in-depth guidance they need to: construct the right questions about best evidence; find the reliable information they need to answer these questions; evaluate the validity of both internal and external evidence; weigh the importance of empirical evidence, whether from a research study or from an individual patient; help patients fully understand clinical options and express their preferences; conduct systematic, critical appraisals of treatment evidence, diagnosis and screening evidence, and evidence from systematic reviews or meta-analyses. Developed by Christine A. Dollaghan, one of the most highly respected researchers in the field of language acquisition and disorders, this text makes complex concepts understandable with its clear, reader-friendly language, vivid step-by-step examples of key processes, and illuminating figures and tables. SLPs will come away with a solid, practical understanding of evidence-based practice —knowledge they’ll use throughout their careers to make sound clinical decisions about the screening, diagnosis, and treatment of communication disorders. Brookes Publishing | 2007 | 169 pages | 24 posttest questions | Course #60-84

We are in process of discontinuing our mail order courses. Click here for more info.

Preventing Medical Errors in Speech-Language Pathology

Preventing Medical Errors in Speech-Language Pathology

Click on image to view course details

2-hour course required for license renewal of Florida SLPs and Audiologists on December 31, 2011.

This course addresses the impact of medical errors on today’s healthcare with a focus on root cause analysis, error reduction and prevention, and patient safety. Multiple scenarios of real and potential errors in the practice of speech-language pathology are included, along with recommended strategies for preventing them. Evidence shows that the most effective error prevention occurs when a partnership exists among care facilities, health care professionals, and the patients they treat. Suggested strategies for preventing errors address all three elements: (1) models for changing the culture in care facilities, (2) lifelong learning for SLPs that is focused on ethical, evidence-based, culturally competent practice, and (3) tools for educating and empowering patients. 2010 | 33 pages | 16 posttest questions | Course #20-10S

Enhanced by Zemanta

Who is Eligible to Earn ASHA CEUs?

Who is eligible to earn ASHA CEUs?

Who is eligible to earn ASHA CEUs?

Effective July 1, 2011, the eligibility criteria for earning ASHA CEUs will change. This explains the new criteria.

Who is eligible to earn ASHA CEUs?

Effective July 1, 2011, individuals must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs.

  • ASHA Member (includes Life member and International affiliates)
  • ASHA Certificate of Clinical Competence (CCC) Holder
  • Licensed by a state or provincial regulatory agency to practice speech-language pathology (SLP) or audiology
  • Credentialed by a state regulatory agency to practice SLP or audiology
  • Credentialed by a national regulatory agency to practice SLP or audiology
  • Currently enrolled in a masters or doctoral program in SLP or audiology

How does this affect course completions with Professional Development Resources?

Professional Development Resources reports course completions to ASHA for SLPs who check ‘yes’ to ASHA reporting in their account profile and provide their 8-digit ASHA number. Checking ‘yes’ to ASHA reporting means that you are eligible to earn ASHA CEUs. Please check ‘no’ if not.

What is the ASHA CE Registry doing to determine eligibility?

In May and June 2011, ASHA will contact current CE Registry users who do not meet the new criteria and ask them to document eligibility. After July 1, 2011, if ASHA receives an ASHA CEU participant form for an attendee who is not in our database as an “eligible” registry user, we will ask them to provide documentation of eligibility prior to awarding ASHA CEUs.

More information is available on the ASHA CE website about the new criteria and additional information in the FAQ section.

Contact Ellen Fagan, Director of ASHA CE, with questions at efagan@asha.org.

Adolescent Literacy

0.2 ASHA CEUs for only $12!

Course Abstract:

Adolescent Literacy

Click on image to view course webpage

This is a web-based course requiring an internet connection to access the online reading materials. Course instructions provide a direct link to the free, public-access online document on which the CE test is based. This course presents evidence-based advice for improving adolescent reading and writing skills in content-area classes. Topics covered include decoding, morphology, fluency, vocabulary, text comprehension, reading assessment, writing, motivation, and the needs of diverse learners. Chapters in this document present information on the practices of good readers, challenges faced by adolescent readers, instruction techniques to improve skills, and areas for future research. This class is relevant to educators, school psychologists, counselors, speech-language pathologists, and instructional coaches. Course #20-54 | 2011 | 14 posttest questions | 4 page course download includes instructions, link to online document (2007, 72 pages) and CE test

Learning Objectives:

  1. List 5 factors critical to achieving adolescent literacy
  2. Identify 2 methods of improving literacy
  3. Describe 3 methods for teaching text comprehension
  4. Name 3 types of reading assessments that content classes should focus on

About the Author(s):

National Institute for Literacy
The National Institute for Child Health and Human Development
The U.S. Department of Education’s Office for Vocational and Adult Education
National Institutes of Health
ASHA-Approved Provider
This course is offered for .2 ASHA CEUs (Introductory level, Professional area).

ASHA credit expires 4/26/2014
. ASHA CEUs are awarded by the ASHA CE Registry upon receipt of the quarterly completion report from the ASHA Approved CE Provider. Please note that the date that appears on ASHA transcripts is the last day of the quarter in which the course was completed.
Enhanced by Zemanta

Renewal Information for Arkansas SLPs

Arkansas SLP License Renewal

Arkansas-licensed SLPs can earn all 10 required CE hours through online coursework for renewal

Arkansas-licensed Speech-Language Pathologists (SLPs) are required to renew their licenses annually on June 30th. 10 hours of continuing education are required per year to renew (15 if dual-licensed).

The Arkansas Board of Examiners in Speech-Language Pathology and Audiology provides the following continuing education guidelines on their website:

Continuing Education

Continuing Professional Education (CPE) shall consist of a series of planned learning experiences beyond the educational programs that have led to the degree that qualifies one for licensure. The licensee must participate in CPE activities of at least ten (10) clock hours for each license period (July 1 through June 30 of each year). At least five (5) of these hours must be in Content Area I. Dual licensees must complete fifteen (15) clock hours with a minimum of five (5) hours in each discipline from Content Area I. Renewal of a license shall be contingent upon the licensee fulfilling the CPE requirements, submitting an annual CPE report, and maintaining evidence for possible audit.

Provisional and full licensees are not required to complete a report of continuing professional education and will not be audited during the initial licensing year, but will need to submit the report to document a minimum of ten (10) hours for the next licensing period (7/1 to 6/30). There is no exemption for the year in which the provisional license is converted to a full license unless it occurs in the initial licensing year.

Full instructions including definitions of content areas and audit information can be found in Section 9 of the rules and regulations.

SLPs in Arkansas may earn all 10 of their required CE hours through online and/or home study coursework. The Board does not pre-approve providers, but does accept courses that are offered by ASHA-approved providers.

Professional Development Resources is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA) to provide continuing education activities in speech-language pathology and audiology. Over 20 online and home study courses available for SLPs @ https://www.pdresources.org/Index.aspx

Share this!

Add to FacebookAdd to DiggAdd to Del.icio.usAdd to StumbleuponAdd to RedditAdd to BlinklistAdd to TwitterAdd to TechnoratiAdd to Yahoo BuzzAdd to Newsvine

New Online ASHA CEU Course!

Alzheimer’s – Unraveling the Mystery

CE Credit: 3 Hours (0.3 CEUs)
Target Audience: Psychologists, Counselors, Social Workers, Marriage & Family Therapists, Speech-Language Pathologists, Occupational Therapists, Registered Dietitians
Learning Level: Introductory
Introductory Price: $22 (Reg $27)

Alzheimer's - Unraveling the Mystery

Click on image to view course webpage

Course Abstract:

This is a web-based course requiring an internet connection to access the online reading materials. Alzheimer’s dementia is a growing concern among the aging Baby Boomers; yet, modern science points the way to reducing the risks through maintaining a healthy lifestyle. This course is based on a publication from the National Institute on Aging, which describes healthy brain functioning during the aging process and then contrasts it to the processes of Alzheimer’s disease. Full of colorful, detailed diagrams, this educational booklet describes the risk factors for Alzheimer’s disease, effective steps for prevention, strategies for diagnosing and treating Alzheimer’s disease, and the search for new treatments. Strategies for caregivers and reducing caregiver stress are also discussed briefly. Course #30-54 | 2011 | 21 posttest questions | 5 page course download includes instructions, link to online document (2008, 43 pages) and posttest questions


Learning Objectives:

  1. Describe major features of the healthy brain, including structures, metabolism & functions of neurons
  2. Identify lifestyle factors related to maintaining healthy brain functioning during the aging process
  3. Describe risk factors, common symptoms and the progression of Alzheimer’s disease
  4. Identify general strategies for preventing, diagnosing, and treating Alzheimer’s disease
  5. List types of care for individuals with Alzheimer’s disease
  6. Identify strategies for supporting caregivers

About the Author(s):

National Institute on Aging (NIA), one of the 27 Institutes and Centers of NIH, leads a broad scientific effort to understand the nature of aging and to extend the healthy, active years of life. In 1974, Congress granted authority to form NIA to provide leadership in aging research, training, health information dissemination, and other programs relevant to aging and older people. Subsequent amendments to this legislation designated the NIA as the primary Federal agency on Alzheimer’s disease research.


Accreditation Statement:

ASHA-Approved Provider 

This course is offered for .3 ASHA CEUs (Introductory level, Professional area).

ASHA credit expires 3/9/2014. ASHA CEUs are awarded by the ASHA CE Registry upon receipt of the quarterly completion report from the ASHA Approved CE Provider. Please note that the date that appears on ASHA transcripts is the last day of the quarter in which the course was completed.

ASD in Schools is now ASHA-Approved!

Autism Spectrum Disorders in Schools: Evidence-Based Screening and Assessment - 3 Hour Online CE Course

Click on image to view course webpage

This new 3-hour online continuing education course, Autism Spectrum Disorders in Schools: Evidence-Based Screening & Assessment, is now ASHA-approved and available for credit by Speech-Language Pathologists and Audiologists.

Abstract: Epidemiological studies indicate a progressively rising prevalence trend for autism spectrum disorders (ASD) over the past decade. Yet, compared with general population estimates, children with mild to moderate autistic behaviors remain an underidentified and underserved population in our schools. School professionals should be prepared to recognize the presence of risk factors and/or early warning signs of ASD and be familiar with screening and assessment tools in order to ensure that students with ASD are being identified and provided with the appropriate programs and services. The objective of this course is to summarize the empirically-based screening and assessment methodology in ASD and to describe a comprehensive developmental approach for assessing students with ASD. Course #30-53 | 2011 | 43 pages | 40 posttest questions

Learning Objectives:

  1. List the characteristics of the most prevalent types of ASD in schools
  2. Distinguish between DSM diagnosis and IDEA classification schemes
  3. Identify the differences between a dimensional and categorical perspective of ASD
  4. Differentiate among screening, assessment, and diagnosis
  5. Identify a multi-step assessment strategy to screen students with ASD
  6. List the components of a comprehensive developmental assessment for ASD
  7. Identify evidence-based assessment tools available to school practitioners
  8. Name coexisting conditions commonly found in students with ASD

About the Author:

Lee A. Wilkinson, EdD, PhD, NCSP, is an author, applied researcher, and practitioner. He is a nationally certified school psychologist, registered psychologist, chartered scientist, and certified cognitive-behavioral therapist. Dr. Wilkinson is currently a school psychologist in the Florida public school system where he provides diagnostic and consultation services for children with autism spectrum disorders and their families. He is also a university educator and teaches graduate courses in psychological assessment, clinical intervention, and child and adolescent psychopathology. His research and professional writing has focused on behavioral consultation and therapy, and children and adults with Asperger syndrome and high-functioning autism spectrum disorders. He has published numerous journal articles on these topics both in the United States and the United Kingdom. He is the author of the book “A Best Practice Guide to Assessment and Intervention for Autism and Asperger Syndrome in Schools” published by Jessica Kingsley Publishers. Dr. Wilkinson can be reached at http://bestpracticeautism.blogspot.com/.

Accreditation Statement:

ASHA-Approved ProviderThis course is offered for .3 ASHA CEUs (Intermediate level, Professional area).

ASHA credit expires 2/19/2014. ASHA CEUs are awarded by the ASHA CE Registry upon receipt of the quarterly completion report from the ASHA Approved CE Provider. Please note that the date that appears on ASHA transcripts is the last day of the quarter in which the course was completed.

The month of April is designated as National Autism Awareness Month and is intended as a time of learning for individuals with autism, their families, and the professionals who care for them. We (Professional Development Resources) have pledged to donate a portion of the proceeds from every autism course sold during the month of April to the Autism Society of America. All seven of our Autism courses are on sale during the month as well.

Share this!

Add to FacebookAdd to DiggAdd to Del.icio.usAdd to StumbleuponAdd to RedditAdd to BlinklistAdd to TwitterAdd to TechnoratiAdd to Yahoo BuzzAdd to Newsvine

New Online ASHA CEU Course!

Family Literacy InterventionsFamily Literacy Interventions was just approved for 0.1 ASHA CEUs! This course is based on a publication from the National Institute for Literacy, entitled The Effect of Family Literacy Interventions on Children’s Acquisition of Reading from Kindergarten to Grade 3.

Containing a meta-analytic review of the research, this course presents research on working with parents to improve children’s reading and is highly relevant to educators, speech language pathologists, school psychologists, counselors, social workers, and instructional coaches.

Course includes two supplemental booklets for parents from the National Institute for Literacy, which describe techniques parents can use to improve their children’s early literacy skills.

This is a web-based course requiring an internet connection to access the required online reading materials. Course #10-37 | 2011 | 11 posttest questions | 4 page course download includes instructions, link to online document, and posttest questions | ASHA credit expires 2/13/2014

CE Credit: 1 Hour (0.1 ASHA CEUs)
Learning Level: Introductory
Cost: $8.10 (with 10% coupon on right)

Click here to learn more!