Upcoming CEU Opportunities
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2020 Conference at SEA
July 10-17, 2020 We put your CEUs on a boat! Cruise through your professional development next summer while you nurture your mind, body & soul exploring the Last Frontier: Alaska. The Royal Caribbean's Radiance of the Seas sails round trip from Vancouver, BC on July 10, 2020 for the 7-Day trip stopping in 6 awe-inspiring Canadian and Alaskan locations before returning to port on July 17. Speechtherapypd.com will be providing 1.2 of ASHA-CEUs to all SLP attendees. Joining us on the 2020 Conference at Sea will be Michelle L.W. Dawson, MS, CCC-SLP, CLC, Marisha McGrorty, MS, CCC-SLP and Leigh Ann Porter, MS, CCC-SLP, offering a total of 12 hours of workshops (1.2 ASHA CEUs). Participants will have an option for which workshop they would like to attend. Michelle L. W. Dawson, MS CCC-SLP, CLC will be presenting .7 ASHA CEUs! Click here for more information! |
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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 Part 1: Thursday September 17th , 2020 from 8-11 am EST Part 2: Thursday September 24th , 2020 from 8-11 am EST 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
Friday October 16th 2020 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. 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
1. State the typical development of reflexes related to mastication and swallowing
2. Discuss 4 common pediatric medical diagnoses that lead to dysphagia
3. Describe types of feeding tubes and their impacts on the normal Brain-Mouth-Gut connection
4. Examine 5 therapeutic interventions to help re-establish the Brain-Mouth-Gut connection
5. Develop functional feeding strategies that are SES (socio-economic-status) friendly
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
1. State the typical development of reflexes related to mastication and swallowing
2. Discuss 4 common pediatric medical diagnoses that lead to dysphagia
3. Describe types of feeding tubes and their impacts on the normal Brain-Mouth-Gut connection
4. Examine 5 therapeutic interventions to help re-establish the Brain-Mouth-Gut connection
5. Develop functional feeding strategies that are SES (socio-economic-status) friendly
2. 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:
1. List and describe 3 anatomical/structural considerations for pts with DS
2. List and describe 3 concomitant disorders and diagnoses for pts with DS
3. List and describe 3 potential referrals that an SLP could make for an individual with DS
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:
1. List and describe 3 anatomical/structural considerations for pts with DS
2. List and describe 3 concomitant disorders and diagnoses for pts with DS
3. List and describe 3 potential referrals that an SLP could make for an individual with DS
3. 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. Name 3 different pediatric illnesses/disease that are at risk for needing a feeding tube.
2. Describe 3 impacts of nasal placement on feeding/swallowing
3. Describe 3 impacts of gastric placement on feeding/swallowing
4. Describe 2 impacts of jejunum placement on feeding/swallowing
(.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. Name 3 different pediatric illnesses/disease that are at risk for needing a feeding tube.
2. Describe 3 impacts of nasal placement on feeding/swallowing
3. Describe 3 impacts of gastric placement on feeding/swallowing
4. Describe 2 impacts of jejunum placement on feeding/swallowing
4. 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:
1. List 2 nationwide guiding policy and procedures that shape our treatment of individuals receiving EI
2. Define and provide examples of natural environments
3. List 3 examples of current EBP that could be incorporated into EI ST
(.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:
1. List 2 nationwide guiding policy and procedures that shape our treatment of individuals receiving EI
2. Define and provide examples of natural environments
3. List 3 examples of current EBP that could be incorporated into EI ST
5. 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:
1. Explain typical development and sequence of deglutition and digestion.
2. Explain the typical development of at least 3 reflexes related to mastication and deglutition.
3. Name 4 common pediatric medical diagnoses and describe how each diagnosis in conjunction with medical management can contribute to oropharyngeal dysphagia.
4. Name 3 different “tubes” for feeding and describe their impact on the normal Brain-Mouth-Gut connection.
5. List 5 examples of therapeutic interventions to help re-establish the brain-mouth-gut connection and treatment of orophayrngeal dysphagia and how to implement.
(.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:
1. Explain typical development and sequence of deglutition and digestion.
2. Explain the typical development of at least 3 reflexes related to mastication and deglutition.
3. Name 4 common pediatric medical diagnoses and describe how each diagnosis in conjunction with medical management can contribute to oropharyngeal dysphagia.
4. Name 3 different “tubes” for feeding and describe their impact on the normal Brain-Mouth-Gut connection.
5. List 5 examples of therapeutic interventions to help re-establish the brain-mouth-gut connection and treatment of orophayrngeal dysphagia and how to implement.
6. 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:
1. List 2 diagnoses that could impede touch and 2 suggested life hacks.
2. List 2 diagnoses that could impede vision and 2 suggested life hacks.
3. List 1 potential “don’t” and 2 suggested life hacks to assist with smell
(.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:
1. List 2 diagnoses that could impede touch and 2 suggested life hacks.
2. List 2 diagnoses that could impede vision and 2 suggested life hacks.
3. List 1 potential “don’t” and 2 suggested life hacks to assist with smell