Continuing Education at Presence

We can help you meet your certification and state licensure continuing education requirements. Upcoming courses are below. Click ‘Read More’ to see a course’s length and certification type.

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In this course, participants will gain valuable insights into fostering effective communication with Deaf students and their families. Through lecture, reflection activities, and examples, participants will explore implementing diverse communication strategies, building trust with Deaf students and their families, and creating inclusive environments that celebrate Deaf culture. Instructors: Louise Sattler Louise Sattler, NCSP, School Psychologist Louise received her undergraduate degree from the University of Delaware and her graduate degree in psychology and bilingual/multicultural education and Deaf education from Penn State. Louise has created many programs and products to help people who live, love, and work with people who are Deaf or Hard of Hearing. She has trained thousands of first responders on helping people with special needs during disasters and/or medical emergencies. Financial Disclosures: Louise has been a contracted school psychologist with Presence for over 3 years and received compensation from Presence for the development of this course. She is the founder of Signing Families™, an instructional and training company specializing in helping first responders to assist people who are Deaf. Non-Financial Disclosures: Louise has appeared on many media networks (print, online, and television- including Forbes, USA TODAY, etc.). Her spouse has a hearing loss and she has many Deaf friends.  Target Audience: Occupational Therapists, Physical Therapists, Adaptive Physical Education Specialists, Speech-language Pathologists,  School Psychologists, Mental Health Counselors, Educational Diagnosticians Education Level: Introductory Time Ordered Agenda:  Course Introduction (5 minutes)  Course Description and Objectives Instructor Biography and Disclosures  Classifying Hearing Loss (15 minutes) Classifications of Hearing Loss Deaf vs. deaf Deaf Culture (30 minutes) An Introduction to Deaf Culture Deaf Culture & Deaf Pride Deaf Culture & Language Deaf Culture & Education  Impacts on Your Clinical Practice (30 minutes) Strategies for Working with Deaf Students and Their Families Signs All Clinicians Should Know Course Completion & Next Steps (10 minutes)  Wrap-Up and Conclusion Course References & Next Steps Contact Hours: 1 hour 30 minutes Cancellation Policy:  Continuing education courses are offered at no cost to contracted and employed Presence providers. In the event a course is canceled, the participants will have the option to attend a rescheduled event offered within 60 days of the canceled course. Please note: Registered participants who register for live courses but do not attend or cancel with less than 24-hours' notice may have future course registration restricted after three documented incidents. Accessibility Policy:  Our courses are intended to be accessible by addressing the needs of not only people with mobility impairments, but also those with sensory impairments (i.e., hearing, speech, vision), and emotional or learning disabilities. Available accommodations include but are not limited to Closed Captioning, color contrast, transcription of auditory and visual information, as well as adjustable font sizes. Please contact asksupport@presence.com to request additional accommodations. Complaint Policy: Any course concerns should be directed to asksupport@presence.com within two weeks of course completion. Completion Requirements:  To earn a course certificate, participants are required to complete the course, pass a quiz with 80% accuracy, (3 attempts are allowed), and complete a course feedback survey. Please download your certificate upon completion of the course. Read More

In this self-paced course, we’ll explore the neurodiversity paradigm and its relation to speech-language pathology. We’ll examine the double empathy problem and develop an approach to advocating for our students. Learners will formulate neuroaffirming goals and differentiate between traditional and neurodiversity-affirming therapy. Learning methods include lectures, case studies, and reflections. Instructor: Janine L. Sauers Janine L. Sauers, M.S., CCC-SLP/L Janina Sauers has worked as a speech-language pathologist for nearly 23 years. She is a licensed and certified therapist holding the Certificate of Clinical Competence. She has worked with students in schools, specialized preschools, homes, and various early intervention settings. Janine has served as a mentor to several speech-language pathologists completing their clinical fellowship year. She has worked as an Educational Trainer and Consultant for school districts and currently works as an independent contractor in telepractice. Financial Disclosures: Contracted SLP with Presence and received compensation from Presence for development of this course Non-Financial Disclosures: Member of ASHA  Target Audience:  Speech-language Pathologists Education Level: Intermediate  Time Ordered Agenda:  Introductions and Disclosures (3 minutes)  Defining and Framing Neurodiversity and its Link to SLPs (15 minutes) Functional Assessment (10 minutes) Writing Neurodiversity-affirming IEP Goals (15 minutes) Respecting Neurodiversity in Therapy (15 minutes) Course Conclusion & Next Steps (2 minutes) Contact Hours: 1 hour Cancellation Policy:  Continuing education courses are offered at no cost to contracted and employed Presence providers. In the event a course is canceled, the participants will have the option to attend a rescheduled event offered within 60 days of the canceled course. Please note: Registered participants who register for live courses but do not attend or cancel with less than 24 hours notice may have future course registration restricted after three documented incidents. Accessibility Policy:  Our courses are intended to be accessible by addressing the needs of not only people with mobility impairments, but also those with sensory impairments (i.e., hearing, speech, vision), and emotional or learning disabilities. Available accommodations include but are not limited to Closed Captioning, color contrast, transcription of auditory and visual information, as well as adjustable font sizes. Please contact asksupport@presence.com to request additional accommodations. Complaint Policy: Any course concerns should be directed to asksupport@presence.com within two weeks of course completion. Completion Requirements:  To earn a course certificate, participants are required to complete the course, pass a quiz with 80% accuracy, (3 attempts are allowed), and complete a course feedback survey. Please download your certificate upon completion of the course. Read More

The Ethical Practice of Working with Deaf & Hard of Hearing Students As clinicians working with schools, students who are d/Deaf/Hard of Hearing will undoubtedly show up on caseloads. This course will classify hearing loss through distinct characteristics. It will review ethical practices in working with these students as it relates to amplification decisions, ensuring educational needs are met, and through working with an interpreter.  Objectives Upon completion of this course, learners will be able to:  Categorize hearing loss by 3 distinct features  Appraise 3 considerations when working with a student using an interpreter Describe 4 educational impacts of hearing loss on students in mainstream classrooms ​ Instructor: Louise Sattler Louise Sattler, NCSP, School Psychologist Louise received her undergraduate degree from the University of Delaware and her graduate degree in psychology and bilingual/multicultural education and Deaf education from Penn State.  Louise has created many programs and products to help people who live, love, and work with people who are Deaf or Hard of Hearing. She has trained thousands of first responders on helping people with special needs during disasters and/or medical emergencies. Financial Disclosures: Louise has been a contracted school psychologist with Presence for 2.5 years.  She is the founder of Signing Families™, an instructional and training company specializing in helping first responders to assist people who are Deaf. Non-Financial Disclosures: Louise has appeared on many media networks (print, online, and television- including Forbes, USA TODAY, etc.). Her spouse has a hearing loss and she has many Deaf friends.    Target Audience: Occupational Therapists, Physical Therapists, Adaptive Physical Education Specialists, Speech-language pathologists, School Psychologists, Mental Health Counselors, Educational Diagnosticians Education Level: Introductory Time Ordered Agenda:  Introductions and Disclosures (10 minutes)  Overview of Hearing Loss (20 minutes) The d/Deaf/Hard of Hearing School Experience (27 minutes) Working Successfully with d/Deaf/Hard of Hearing Students (27 minutes) Course Conclusion and Next Steps (6 minutes) Contact Hours: 1 hour 30 minutes  Cancellation Policy:  Continuing education courses are offered at no cost to contracted and employed Presence providers. In the event a course is canceled, the participants will have the option to attend a rescheduled event offered within 60 days of the canceled course. Please note: Registered participants who register for live courses but do not attend or cancel with less than 24 hours notice may have future course registration restricted after three documented incidents. Accessibility Policy:  Our courses are intended to be accessible by addressing the needs of not only people with mobility impairments, but also those with sensory impairments (i.e., hearing, speech, vision), and emotional or learning disabilities. Available accommodations include but are not limited to Closed Captioning, color contrast, transcription of auditory and visual information, as well as adjustable font sizes. Please contact the Continuing Education team at ceteam@presencelearning.com to request additional accommodations. Complaint Policy: Any course concerns should be directed to the Continuing Education team at ceteam@presencelearning.com within two weeks of course completion. Completion Requirements:  To earn a course certificate, participants are required to complete the course, pass a quiz with 80% accuracy, (3 attempts are allowed), and complete a course feedback survey. Please download your certificate upon completion of the course.   Read More

In this self-paced course, learners will become familiar with characteristics of language skills that impact reading, select tools to assess the primary characteristics of dyslexia, and differentiate phonemic proficiency from phonological awareness.  Instructors: Anise Flowers Anise Flowers, PhD, Clinical Child Psychologist, School Partnership Director at Presence Anise Flowers is a Licensed Clinical Psychologist and received her Ph.D. in Clinical Child Psychology from Louisiana State University.  Anise was an Assessment Consultant with Pearson Clinical Assessment for 18 years, she presented at numerous workshops and conferences throughout Texas on a variety of assessment topics. Anise has a particular interest in the area of Dyslexia/Reading Disorders. She created this course to share her knowledge of achievement tests. Financial Disclosures: Anise is an employee of Presence Non-Financial Disclosures: Former Assessment Consultant with Pearson Clinical Assessment. Target Audience:  Speech-language pathologists, School Psychologists Education Level: Intermediate Time Ordered Agenda:  Introductions and Disclosures (5 minutes)  Module 1: The Intersection of Language and Literacy (55 minutes) Establishing Shared Language (6 minutes) Connecting Reading and Language (18 minutes) Reading Concerns Arise (10 minutes) Dyslexia (10 minutes)  The Dyslexia Debate (8 minutes)  Evaluation Considerations (3 minutes)  Module 2: Achievement Tests for Assessing Dyslexia Characteristics (35 minutes) Assessing Dyslexia (5 minutes)  Assessing Contributing Factors (25 minute) Case Studies (5 minutes) Module 3: The Importance of Phonemic Proficiency (10 minutes)  The Importance of Phonemic Proficiency (10 minutes) Conclusion (5 minutes) Contact Hours: 1.5 hours Cancellation Policy:  Continuing education courses are offered at no cost to contracted and employed Presence providers. In the event a course is canceled, the participants will have the option to attend a rescheduled event offered within 60 days of the canceled course. Please note: Registered participants who register for live courses but do not attend or cancel with less than 24 hours notice may have future course registration restricted after three documented incidents. Accessibility Policy:  Our courses are intended to be accessible by addressing the needs of not only people with mobility impairments, but also those with sensory impairments (i.e., hearing, speech, vision), and emotional or learning disabilities. Available accommodations include but are not limited to Closed Captioning, color contrast, transcription of auditory and visual information, as well as adjustable font sizes. Please contact the Continuing Education team at ceteam@presencelearning.com to request additional accommodations. Complaint Policy: Any course concerns should be directed to Presence's Continuing Education team at ceteam@presencelearning.com within two weeks of course completion. Completion Requirements:  To earn a course certificate, participants are required to complete the course, pass a quiz with 80% accuracy, (3 attempts are allowed), and complete a course feedback survey. Please download your certificate upon completion of course.   Read More

In this course, learners will be provided with an overview of models for identifying students with specific learning disabilities. This course provides a deep dive into patterns of strengths and weaknesses with application of the Cross Battery Assessment Method, Discrepancy Consistency Method, and Core Selective Evaluation Process. Implications for evaluating students from culturally and linguistically diverse backgrounds will be provided, with applications for teleassessment. Examination of case studies will allow learners to apply knowledge gained from this course to their practice.  Instructors: Jillian Conway and Mireya Escalante Torres Jillian Conway, M.A., M. ED, School Psychologist at Presence  Jillian has worked in public education for 20 years as a special education teacher, special education administrator, and school psychologist. Throughout her years of experience, she has always been interested in specific learning disabilities and how clinicians can help students progress academically. Jillian is excited to share her knowledge in this course on different assessment models and best practices for identifying specific learning disabilities.  Financial Disclosures: Receives a speaker compensation from Presece, as a contract employee.  Non-Financial Disclosures: No relevant non-financial disclosures to disclose. Mireya Escalante Torres, M.A., School Psychologist at Presence  Mireya has worked as a School Psychologist and ABA therapist for over 16 years with students in the school and home setting.  Her interest includes identifying barriers that are impacting youth’s emotional well-being, utilizing evidence-based intervention strategies, and supporting diverse populations. Mireya brings to this course her understanding of SLD identification for students from culturally and linguistically diverse backgrounds.  Financial Disclosures: Receives a speaker compensation from Presence, as a contract employee.   Non-Financial Disclosures: No relevant non-financial disclosures to disclose.   Target Audience: School Psychologists   Education Level: Intermediate Time Ordered Agenda:  Introductions and Disclosures (5 minutes)  Setting the Framework (7 minutes) The definition of Specific Learning Disability and areas of eligibility.  The Specific Learning Disability IDEA reauthorization in 2004.  The Major Models of SLD Identification (20 minutes) The Discrepancy Model, the Patterns of Strengths and Weaknesses Model, and the Response to Intervention Model. The evaluation process for each of the 3 models of SLD identification.  The strengths and limitations of each of the 3 models of SLD identification. A Deeper Dive into Patterns of Strengths and Weaknesses (20 minutes) The seven cognitive processing areas commonly assessed as part of the PSW model of SLD identification. Cross Battery Assessment.  The Discrepancy Consistency Method. The Core Selective Evaluation Method. Special Considerations, SLD Practices, and Remote Evaluation of Diverse Learners (8 minutes) Strategies for conducting an SLD evaluation for students with cultural and linguistic diversity. Alternative Assessments and Remote Evaluation (10 minutes)  The Larry P. vs. Riles California court case.  Alternative assessment models for evaluation Black students in California. Course Conclusion (5 minutes) Contact Hours: 75 minutes  Cancellation Policy:  Continuing education courses are offered at no cost to contracted and employed Presence providers. In the event a course is canceled, the participants will have the option to attend a rescheduled event offered within 60 days of the canceled course. Please note: Registered participants who register for live courses but do not attend or cancel with less than 24 hours notice may have future course registration restricted after three documented incidents. Accessibility Policy:  Our courses are intended to be accessible by addressing the needs of not only people with mobility impairments, but also those with sensory impairments (i.e., hearing, speech, vision), and emotional or learning disabilities. Available accommodations include but are not limited to Closed Captioning, color contrast, transcription of auditory and visual information, as well as adjustable font sizes. Please contact the Continuing Education team at ceteam@presencelearning.com to request additional accommodations. Complaint Policy: Any course concerns should be directed to Presence's Continuing Education team at ceteam@presencelearning.com within two weeks of course completion. Completion Requirements:  To earn a course certificate, participants are required to complete the course, pass a quiz with 80% accuracy, (3 attempts are allowed), and complete a course feedback survey. Please download your certificate upon completion of the course. Read More

Through written, auditory, and interactive learning methods, participants will contrast functional deficits observed in language processing with those observed in those with auditory processing challenges, assess diagnostic and treatment approaches, and distinguish key functions of the SLP on an interdisciplinary team.  Instructor: Catherine Conlin Catherine Conlin,  Ph.D, CCC-SLP Catherine is a speech-language pathologist with 25 years of experience in clinical and school settings. She has been in private practice since 1998 specializing in written language development with a subspeciality in Central Auditory Processing Disorders. Catherine received her PhD in Communication Sciences and Disorders in 2009, from Florida State University, in conjunction with the Florida Center for Reading Research. A certified member of the American Speech Language Hearing Association, Catherine is trained in various multi-sensory approaches for language and literacy development, including Lindamood-Bell Learning Processes™, RAVE-O for auditory and visual processing and CAPDOTS Integrated, FastForWord and other auditory training approaches. Financial Disclosures: Catherine was employed by Presence to create this course.   Non-Financial Disclosures: Catherine is trained in treating children with central auditory processing disorders (CAPD) and uses the methods outlined in this course.  Target Audience:  Speech-language Pathologists Education Level: Intermediate Time Ordered Agenda:  Introduction to this Course, this Content, this Instructor (15 minutes) Introduction to Language Processing (6 minutes) Background on CAPD (10 minutes) Brief review of anatomy and physiology of CANS Types of deficits in the central auditory pathway that lead to the diagnosis of CAPD Education model (Buffalo) versus medical model (Bellis/Ferre, Chermak/Musiek) Confusion between Language Processing and Central Auditory Processing Disorder (16 minutes) Identification (18 minutes) CAPD Diagnostic Test Battery–important tests to expect when referring for an evaluation CAPD Diagnosis–percent of population, criteria, need for more equitable referral/evals–some research to support effectiveness of personal amplification devices (advocating in schools) Treatment and Intervention of CAPD (20 minutes) Conclusion (5 minutes)  Contact Hours: 1.5 hours Cancellation Policy:  Continuing education courses are offered at no cost to contracted and employed Presence providers. In the event a course is canceled, the participants will have the option to attend a rescheduled event offered within 60 days of the canceled course. Please note: Registered participants who register for live courses but do not attend or cancel with less than 24 hours notice may have future course registration restricted after three documented incidents. Accessibility Policy:  Our courses are intended to be accessible by addressing the needs of not only people with mobility impairments, but also those with sensory impairments (i.e., hearing, speech, vision), and emotional or learning disabilities. Available accommodations include but are not limited to Closed Captioning, color contrast, transcription of auditory and visual information, as well as adjustable font sizes. Please contact the Continuing Education team at ceteam@presencelearning.com to request additional accommodations. Complaint Policy: Any course concerns should be directed to Presence's Continuing Education team at ceteam@presencelearning.com within two weeks of course completion. Completion Requirements:  To earn a course certificate, participants are required to complete the course, pass a quiz with 80% accuracy (3 attempts are allowed), and complete a course feedback survey.  Please download your certificate upon completion of the course.   Read More

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