Language Intervention in Special Populations – PSY

Erin Riojas

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Course Credits: 5 NASP CPDs (5 hours)

NASP Domains: School-Wide Practices to Promote Learning

Students with communication disorders display an array of types of impairments. Consequently, the speech-language pathologist must choose from numerous approaches, models, strategies, and techniques in order to establish goals to develop intervention plans. This can be a daunting and complex process since decisions must be made about what area of the communication problem to modify and how to facilitate the intervention. These decisions are chosen, prioritized and implemented based on the individual’s specific needs so that communicative competence in the environment can be established. Knowledge about models and goals that are useful for preschool, elementary, middle school, and high school populations and students in transition programs will be useful in determining the appropriate strategies and techniques. Ideas, techniques and strategies that can be modified for all age groups of low incidence, ASD, cognitively impaired, and language impaired populations will be presented.

Instructor Information

Ruth H. Stonestreet
Ruth H. Stonestreet, Ph.D., CCC-SLP, holds a Ph.D in Communication Sciences and Disorders with an emphasis on infant-toddler-preschool communication disorders and a cognate in rehabilitation administration. She holds licensure in the states of Georgia and Florida and Certification of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language-Hearing Association (ASHA). Significant contributions in her career have impacted speech and language for children in Mississippi, Kentucky, Illinois, Michigan and Georgia with particular contributions to young children with oro-facial anomalies and syndrome disorders and severe and profound delays in early communication development. She has developed programs for children from ages birth to five and their families and was instrumental in developing the Early On Michigan (Part C of IDEA, formerly Part H of IDEA) for Macomb County, Michigan. Dr. Stonestreet has presented over 300 presentations at national, regional, state and local meetings and conventions on a variety of topics from evaluation, assessment, intervention techniques and procedures to parent/family collaboration techniques. She is active in professional organizations and has served a variety of positions in state speech-language-hearing associations from committee member to convention chair to President and has served on the Financial Planning Board for the American Speech-Language-Hearing Association (ASHA). Dr. Stonestreet was awarded Fellow of ASHA, Honors of the Association for Georgia Speech-Language-Hearing Association, Dr. Robert Hull Leadership Award for Georgia Speech-Language-Hearing Association and Professor Emerita from Valdosta State University. Dr. Stonestreet is active in her community and presently serves on two local boards, Lowndes Advocacy Resource Center (LARC) and Megan’s House for Easter Seals and one state board, Georgia Parent to Parent. She serves as an usher and a committee member for her church and is a member of the Daughters of the American Revolution (DAR). Since her retirement from Valdosta State University in 2012, she has worked part-time as Area Supervisor for Georgia/Florida for EBS Healthcare and enjoys mentoring and supervising first-year speech-language pathologists for their state license and certification from ASHA.

Financial Disclosure: Other than being paid as an employee of EBS Healthcare, Ruth has no other relevant financial relationships to disclose.

Non-Financial Disclosure: Ruth has no other non-financial information to disclose.

 

Learner Objectives

  1. State the goals of intervention.
  2. Name three approaches to intervention.
  3. Discuss the characteristics of three approaches of intervention.
  4. State five ideas for intervention activities to be used with your caseload.

Agenda

  • 15 minutes – Speaker Introduction and Disclosures
  • 45 minutes – Goals, Aspects, Principles of Intervention Standardized Tests
  • 15 minutes – Models/Approaches to Intervention
  • 1 hour 15 minutes – Intervention Ideas/Techniques/Suggestions: Low Incidence, ASD, and Cognitively Impaired Students
  • 1 hour – Intervention Ideas/Techniques/Strategies: Language
  • 1 hour and 15 minutes – Intervention Ideas/Interactive Activity
  • 15 minutes – Questions/Answers/Wrap-Up