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Seminar Description
This seminar provides the practicing clinician with general principles, basic knowledge, and overall process needed to assess students and clients with language disorders. Basic principles that cross all descriptive and authentic assessment processes and then specific assessment procedures and interpretation techniques will be detailed.
Seminar Availability
This seminar will be available for your online viewing (or re-viewing) for 45 days after purchase. Upon purchase, this seminar will be available to you online 24 hours a day, 7 days a week.
Time Ordered Agenda
Introduction 00:00-05:32
Objectives and Principles 05:33-24:10
Practical Assessment Q1 24:11-44:07
Practical Assessment Q2 44:08-50:52
4 Assessment Technologies 50:53-74:36
Direct & Online Observations 74:37-92:34
Behavioral Sampling 92:35-114:50
Practical Assessment Q3 114:51-118:07
Summary 118:08-120:35
Learning Outcomes
After completion of this module, the learner will be able to:
- Understand and apply principles of descriptive and authentic assessment.
- Discuss the principles of performance-based assessment and meaning-based intervention planning.
- Initiate and conduct descriptive and authentic assessment geared toward language disorders and language-related impairments.
Continuing Education Credit and Certificate of Attendance
All participants that successfully complete this module will receive a certificate of attendance (2 clock hours). Authorization from your individual school district or organization prior to enrollment is recommended.
National CEU is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA) to provide continuing education activities in speech-language pathology and audiology. This program is offered for .2 CEUs (intermediate level; professional area). ASHA CE Provider approval does not imply endorsement of course content, specific products, or clinical procedures.
About The Presenter(s)
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Dr. Jack S. Damico, CCC-SLP is the Doris B. Hawthorne Eminent Scholar in Special Education and Communicative Disorders at the University of Louisiana - Lafayette where he teaches graduate level courses, conducts research, and writes in a number of areas related to language, social interaction, and learning in both children and adults.
Dr. Damico, an ASHA Fellow, is the author or editor of more than 90 publications. He has served as Editor for the National Student Speech Language Hearing Association Journal and has served as an associate editor/reviewer/editorial consultant for 14 peer-reviewed professional journals. One of his articles, "The establishment of a dominant interpretive framework in language intervention" (1997) coauthored with Sandra Damico received the 1997 Editor's Award from Language, Speech and Hearing Services in Schools. |
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Technical Requirements
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