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Click here for ASHA CEU and speaker information. Nich Brock has been a speech-language pathologist for the past 9 years, working in preschool, K-8, middle school, and high school public school settings. Additionally, he has worked as the Clinic Director for a private university. He will discuss the importance of adopting a workload approach to manage the increasing demands placed on us professionally. We will adopt strategies to work with our districts, looking beyond caseload numbers to create a more equitable and professional environment…and dare I say obtain the elusive work-life balance? Simple strategies will be provided for scheduling students, and several service delivery options will be discussed.
Click here for ASHA CEU and speaker information. Dr. Melinda Corwin is a university distinguished professor, assistant program director, and clinical supervisor within the Texas Tech University Health Sciences Center Department of Speech, Language, and Hearing Sciences. She directs the Stroke & Aphasia Recovery (STAR) Program and conducts research in the areas of aphasia and dementia treatment. This course will describe the structure and benefits of a community-based outreach program for persons with aphasia and other communication challenges, which is housed within a university clinic setting. It will also provide resources on how to start your own program
Click here for ASHA CEU and speaker information. Dr. Elena Dukhovny is an Associate Professor at California State University, East Bay. Her research and clinical interests revolve around Augmentative and Alternative Communication, focusing most recently on developing effective support systems for para-educators and caregivers of SGD users. Previously, she has also researched the effects of interface design on procedural learning and therefore on fluency of language production via speech-generating devices (SGDs). The course is designed to help the school and private practice SLP implement strong AAC interventions while also fostering buy-in. Strategies will be discussed to ensure that your AAC interventions promote communication across settings. Finally, AAC is a cognitive resource-heavy intervention. We will discuss how motor planning and symbol organization can reduce some of the cognitive burden in AAC.
