Upcoming CEU Opportunities
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Therapist Education Foundation
Hosted by Theracare Pediatric Services of Arizona Presents “Pediatric Dysphagia by Michelle L. W. Dawson, MS CCC-SLP, CLC” Skype Training January 2021 Click here for more information and to register please contact Cecilia Skalski at cskalski@theracareaz.com |
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Alaska Speech-Language-Hearing Association Annual Convention
Postponed to October 2021 Hilton 500 W 3rd Avenue Anchorage, Alaska Michelle will be presenting “Pediatric Dysphagia: Chasing the Swallow and Treating It!” for .6 ASHA CEUS and participating in a “Round Table Discussion” for .1 ASHA CEUs Click here for more information! |
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“[Michelle] is brilliant! I could spend an entire day asking questions about each slide of the presentation.”
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On-Demand Webinars
1. Functional Approaches to Evaluation and Treatment of PFDs Seminar
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Functional Approaches to Evaluation and Treatment of PFDs
Live and Interactive: November 8th, 10am PDT (1pm EDT) Eligible for .4 ASHA CEUS Presenters: Michelle Dawson, MS, CCC-SLP, Erin Forward MS, CCC-SLP, Reva Barewal, DDS, Elizabeth Halpin, MHS, OTR/L, SCFES, Melissa Blandford, MS RD, LDN In this 4 hour course, a panel of presenters will share ideas on how to collaborate with care team members to help their clients reach their most potential. Topics of discussion will include the Importance of Transitional Foods, the vitality of Occupational Therapy for pediatric feeding, and the benefits of bringing the blender to the tube. Finally, the last hour will be spent looking at two case studies with the presenters working through evidence based practice of assessment and treatment for hypothetical individual with a dual diagnosis of Down syndrome and Autism Spectrum Disorder, as well as a second hypothetical case of an individual with Spastic Cerebral Palsy and a Seizure Disorder Objective Session 1: The Importance of Transitional Foods:
Click here for more information! |
2. Teletherapy Bootcamp
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Michelle was excited to host “Teletherapy from EI to High School: Practical Applications and Resources” (.2 ASHA CEU) which was part of the world’s largest on-line gathering of SLPs EVER!
Be sure to check out all 4 courses (shown below) that together makeup the (.7 ASHA CEU). For more info, click here. |
Welcome to Teletherapy! Essentials and Best Practices for School-Based/In-Home Service (2 Hours) - By the end of the presentation, the participant will be able to:
Keep Them Talking! Conversation Paths for Teletherapy (2 Hours) - By the end of the presentation, the participant will be able to:
Teletherapy for the Adult Populations: Practical Applications and Resources (1 Hour) - By the end of the presentation, the participant will be able to:
Teletherapy from EI to High School: Practical Applications and Resources (2 Hours) - By the end of the presentation, the participant will be able to:
- Identify the essential components of providing school-based speech-language services via teletherapy to students in a home-based setting
- Identify the potential obstacles and related solutions to providing teletherapy services to students in home-based settings.
- Identify teletherapy resources related to technology, regulations and compliance.
Keep Them Talking! Conversation Paths for Teletherapy (2 Hours) - By the end of the presentation, the participant will be able to:
- Explain how conversation is related to the Core Curriculum.
- Demonstrate how to use a conversation path with a student with whom they work.
- List 2 activities that can help students ask questions that are interesting and relevant.
Teletherapy for the Adult Populations: Practical Applications and Resources (1 Hour) - By the end of the presentation, the participant will be able to:
- Identify the essential components in providing adult based speech/language/voice services via teletherapy.
- Describe potential obstacles and related solutions to providing teletherapy services to the adult population.
- Identify teletherapy resources related to technology, regulations and compliance
Teletherapy from EI to High School: Practical Applications and Resources (2 Hours) - By the end of the presentation, the participant will be able to:
- Identify the essential components in providing speech/language services via teletherapy for the early intervention population to high schoolers.
- Describe potential obstacles and related solutions to providing teletherapy services to the early intervention population to high schoolers.
- Identify teletherapy resources related to technology, regulations and compliance
3. A Closer Look at Down Syndrome and Pediatric Dysphagia
(.1 ASHA CEU) For more info, click here.
Description: When addressing feeding and swallowing concerns with an infant, toddler, or young child who has Down Syndrome, professionals and caregivers should be aware of some common anatomical considerations that can impede their little one’s progress towards being a successful eater and drinker. This 60 min course will explain signs and symptoms of common anatomical concerns that negatively impact this unique populations ability for PO, some of the more frequently occurring disorders/diagnoses, and when these patients should be referred to other professionals.
Objectives: Upon completion of this course, the participant will be able to:
Description: When addressing feeding and swallowing concerns with an infant, toddler, or young child who has Down Syndrome, professionals and caregivers should be aware of some common anatomical considerations that can impede their little one’s progress towards being a successful eater and drinker. This 60 min course will explain signs and symptoms of common anatomical concerns that negatively impact this unique populations ability for PO, some of the more frequently occurring disorders/diagnoses, and when these patients should be referred to other professionals.
Objectives: Upon completion of this course, the participant will be able to:
- List and describe 3 anatomical/structural considerations for pts with DS
- List and describe 3 concomitant disorders and diagnoses for pts with DS
- List and describe 3 potential referrals that an SLP could make for an individual with DS
4. Feeding Tubes and Implications for Pediatric Feeding and Swallowing Disorders
On-Demand Webinar
(.1 ASHA CEU) For more info, click here.
Description: Due to medical advances, there is an increase in children who use a feeding tube to meet their daily nutritional needs. Are you aware of what the difference in the tube placement means for their ability to eat and swallow? Are you aware of the unique complications that each tube can present? Do you know how to be vigilant against these complications? This course is geared towards educating the therapists and caregivers of these children about the unique needs that feeding tubes bring to their child’s ability to eat and swallow.
Objectives: Upon completion of this course, the participant will be able to:
(.1 ASHA CEU) For more info, click here.
Description: Due to medical advances, there is an increase in children who use a feeding tube to meet their daily nutritional needs. Are you aware of what the difference in the tube placement means for their ability to eat and swallow? Are you aware of the unique complications that each tube can present? Do you know how to be vigilant against these complications? This course is geared towards educating the therapists and caregivers of these children about the unique needs that feeding tubes bring to their child’s ability to eat and swallow.
Objectives: Upon completion of this course, the participant will be able to:
- Name 3 different pediatric illnesses/disease that are at risk for needing a feeding tube.
- Describe 3 impacts of nasal placement on feeding/swallowing
- Describe 3 impacts of gastric placement on feeding/swallowing
- Describe 2 impacts of jejunum placement on feeding/swallowing
5. Quality Interventions with Infants and Toddlers
On-Demand Webinar
(.15 ASHA CEU) For more info, click here.
Description: Early Intervention is not for the faint of heart, especially with best practice updates, dynamic home environments, ever-rotating patient caseloads, and the influx of more medically fragile birth to 3 yo patients. This 90 min course is designed to educate learners about current best practice interventions that are based in policy and practices that do NOT require flashcards or a bag of toys! Join speaker Michelle Dawson, MS CCC-SLP on a journey into the wild wide world of EI with a much needed and refreshing emphasis on functional therapy for activities of daily living in a patient’s natural environment
Objectives: Upon completion of this course, the participant will be able to:
(.15 ASHA CEU) For more info, click here.
Description: Early Intervention is not for the faint of heart, especially with best practice updates, dynamic home environments, ever-rotating patient caseloads, and the influx of more medically fragile birth to 3 yo patients. This 90 min course is designed to educate learners about current best practice interventions that are based in policy and practices that do NOT require flashcards or a bag of toys! Join speaker Michelle Dawson, MS CCC-SLP on a journey into the wild wide world of EI with a much needed and refreshing emphasis on functional therapy for activities of daily living in a patient’s natural environment
Objectives: Upon completion of this course, the participant will be able to:
- List 2 nationwide guiding policy and procedures that shape our treatment of individuals receiving EI
- Define and provide examples of natural environments
- List 3 examples of current EBP that could be incorporated into EI ST
6. Pediatric Dysphagia for the Medically Complex Infant, Toddler, Child
On-Demand Webinar
(.6 ASHA CEU) For more info, click here.
Description: The ability to eat with peers in during snack time, or participate in family mealtimes may be the norm for the general population, however there is a subset of the pediatric population that does not have the ability to independently or safely engage in these activities of daily living due to the presence and severity of their oropharyngeal dysphagia. This 6 hour course is designed to educate attendees on the intricate interplay of the pediatric Brain-Mouth-Gut connection and how errors in this system, (such as intrauterine CVA, diminished mastication reflexes, and delayed GI motility), can result in oropharyngeal dysphagia.
Objectives: Upon completion of this course, the participant will be able to:
(.6 ASHA CEU) For more info, click here.
Description: The ability to eat with peers in during snack time, or participate in family mealtimes may be the norm for the general population, however there is a subset of the pediatric population that does not have the ability to independently or safely engage in these activities of daily living due to the presence and severity of their oropharyngeal dysphagia. This 6 hour course is designed to educate attendees on the intricate interplay of the pediatric Brain-Mouth-Gut connection and how errors in this system, (such as intrauterine CVA, diminished mastication reflexes, and delayed GI motility), can result in oropharyngeal dysphagia.
Objectives: Upon completion of this course, the participant will be able to:
- Explain typical development and sequence of deglutition and digestion.
- Explain the typical development of at least 3 reflexes related to mastication and deglutition.
- Name 4 common pediatric medical diagnoses and describe how each diagnosis in conjunction with medical management can contribute to oropharyngeal dysphagia.
- Name 3 different “tubes” for feeding and describe their impact on the normal Brain-Mouth-Gut connection.
- List 5 examples of therapeutic interventions to help re-establish the brain-mouth-gut connection and treatment of orophayrngeal dysphagia and how to implement.
7. Tackling Sensory Processing Issues, or Sensory Life Hacks as Told by an SLP
On-Demand Webinar
(.15 ASHA CEU) For more info, click here.
Description: In a perfect world, each child’s IFSP Team would include all necessary team members, especially an OT, to tackle a child’s unique sensory processing issues. However, for some patients receiving early intervention services, that is unfortunately not the case. What is an SLP to do then to help their patient reach their maximal potential with respect to their ST goals, when these variables are at play? This 90 min course is designed to offer introductory “Sensory Life Hacks” or support strategies for an SLP to help their patients reach their functional language and feeding goals.
Objectives: Upon completion of this course, the participant will be able to:
(.15 ASHA CEU) For more info, click here.
Description: In a perfect world, each child’s IFSP Team would include all necessary team members, especially an OT, to tackle a child’s unique sensory processing issues. However, for some patients receiving early intervention services, that is unfortunately not the case. What is an SLP to do then to help their patient reach their maximal potential with respect to their ST goals, when these variables are at play? This 90 min course is designed to offer introductory “Sensory Life Hacks” or support strategies for an SLP to help their patients reach their functional language and feeding goals.
Objectives: Upon completion of this course, the participant will be able to:
- List 2 diagnoses that could impede touch and 2 suggested life hacks.
- List 2 diagnoses that could impede vision and 2 suggested life hacks.
- List 1 potential “don’t” and 2 suggested life hacks to assist with smell
8. Pediatric Dysphagia: Establishing the Brain-Mouth-Gut Connection
(.6 AOTA CEUs) For more info, click here.
Description: For most, the ability to eat with peers in the school cafeteria, or participate in family dinners is a given. However, a significant subset of the population is unable to safely and independently participate in communal mealtime due to oropharyngeal dysphagia. It is crucial that clinicians to be knowledgeable and comfortable with the intricacies of their young patients’ conditions in order to maximize the effectiveness of treatment. This requires a detailed understanding of the Brain-Mouth-Gut connection and the impact common pediatric disorders have on it. Ultimately, it is the clinicians’ goal to establish these connections, and to help patients live up to their fullest potential.
Objectives: List typical development and sequence of respiration, swallowing, and digestion
Description: For most, the ability to eat with peers in the school cafeteria, or participate in family dinners is a given. However, a significant subset of the population is unable to safely and independently participate in communal mealtime due to oropharyngeal dysphagia. It is crucial that clinicians to be knowledgeable and comfortable with the intricacies of their young patients’ conditions in order to maximize the effectiveness of treatment. This requires a detailed understanding of the Brain-Mouth-Gut connection and the impact common pediatric disorders have on it. Ultimately, it is the clinicians’ goal to establish these connections, and to help patients live up to their fullest potential.
Objectives: List typical development and sequence of respiration, swallowing, and digestion
- State the typical development of reflexes related to mastication and swallowing
- Discuss 4 common pediatric medical diagnoses that lead to dysphagia
- Describe types of feeding tubes and their impacts on the normal Brain-Mouth-Gut connection
- Examine 5 therapeutic interventions to help re-establish the Brain-Mouth-Gut connection
- Develop functional feeding strategies that are SES (socio-economic-status) friendly