Continuing Education at Presence

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

  In this self-paced course, occupational therapists will review visual skills and the impact deficits in these areas have on education. They will consider the role of the OT in evaluating and treatment planning for students with visual skill deficits. Interventions and accommodations will be discussed, and OTs will be asked to apply knowledge gained in this course to their practice through knowledge checks, matching, and reflection activities. Instructor: Julie Jones Julie Jones, OTD, MOTR/L, BCP Julie Jones is an Occupational Therapist who has practiced in the school setting for 17 years, with 5 years experience in higher education. She has presented both locally and nationally (AOTA). Financial Disclosures: Julie Jones is an independent contractor with Presence. Non-Financial Disclosures: There are no relevant non-financial disclosures.  Target Audience:  Occupational Therapists  Education Level: Intermediate Course Outline:  Introductions and Disclosures   Review of Key Concepts: Visual Skills and the Impact Deficits in those Areas Have on Education Evidence that Supports the Role of the OT and Special Populations Impact on School Function Introduction to Visual Integrity, Visual Efficiency, Eye Movements Evaluation/Assessment/Treatment planning IEP Goals Interventions  Application to Practice Conclusion (5 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 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. Upon completion, your certificate will be available to download.   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

  As Speech Language Pathologists, connecting literacy skills to language goals is an enormous benefit to maximizing student progress across the educational setting.    In this course, learners will critically assess the role of the SLP in literacy interventions, generate a literacy profile for a student, choose literacy components to incorporate into therapy sessions, and use a planning guide to develop target skills for therapy sessions. Learners will leave this course with tools to use tomorrow in sessions. Instructors: Betsy Glover and Valyne Anderson  Betsy Glover, M.S., CCC-SLP, Clinical Partnership Manager Betsy is an SLP with 19 years of experience across a variety of settings including public and private schools, private practice, hospital outpatient services and teletherapy. Literacy has been a passion of hers since graduate school where she completed her graduate thesis on the link between specific language impairment and phonological awareness skills in school aged children.   Financial Disclosures: Employee of Presence and was compensated for the creation of this course Non-Financial Disclosures: Member of ASHA and the International Dyslexia Association (IDA), completed Orton Gillingham training through the Institute for Multisensory Education (IMSE), and has four children with identified communication disorders, three of which have also been diagnosed with dyslexia.   Valyne Anderson, M.S., CCC-SLP, Speech Language Pathologist, Owner Westside Therapy Associates  Valyne has been a pediatric speech language pathologist for almost 25 years. Over the course of her career she has worked with children in homes, clinics, schools, and the telepractice setting and has had the opportunity to collaborate closely with reading specialists and special education teachers for the majority of her career. As SLPs, our role in literacy can be confusing and our expertise often overlooked. Through this course, Valyne hopes to support fellow SLPs in understanding and expanding their skills in literacy to support each client’s ability to thrive in the world around them. Financial Disclosures: Contracted SLP with Presence and received compensation from Presence for development of this course, owner of Westside Therapy Associates, a speech and language private practice Non-Financial Disclosures: Member of ASHA, trained in the Lindamood Phoneme Sequencing Program, exposure and experience with programs such as Phono-graphix, S.P.I.R.E, and the Spalding, she is neurodivergent and has three neurodivergent children.  Target Audience: Speech-Language Pathologists  Education Level: Intermediate Time Ordered Agenda:  Introductions and Disclosures (5 minutes)  Foundations of Language and Literacy (20 minutes)  Therapeutic Foundations (20 minutes)  Early Learner Scenario (20 minutes) Advanced Learner Scenario (20 minutes) Post-Secondary Student and AAC User Scenarios (20 minutes)  Conclusion (5 minutes) Assignment Submission (10 minutes)  Contact Hours: 2 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 entire 2 hour course, upload the included assignment, 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