NJSHA Webinars
Upcoming Live Webinars
7:00 pm – 8:30 pm ET
Registration
NJSHA Members: $25 / NJSHA Student Members: $5
Non-Members: $40 / Student Non-Members: $25
NJSHA Members, click here to register.
Non-Members, click here to register.
Presenter
Pati King-DeBaun, MS, CCC-SLP is a speech-language pathologist who has specialized in communication for children with severe and multiple disabilities for the past 25 years. Pati speaks and consults in a variety of classrooms nationally and internationally on the topics of interactive communication, augmentative communication and early literacy for children with disabilities.
Abstract
This webinar will focus on a systematic approach for teaching communication using an integrated model of communication instruction. This highly successful program is supported by a pilot study over two years with students who have severe and multiple disabilities. Participants will learn the importance of instructional lessons that focus on teaching social skills, linguistic skills and literacy skills while developing operational (access) skills. The approach and sample videos will be outlined in detail for participants. Samples of activities, communication pages, how to prepare lessons, the scripting used by staff, data collection and videos of students will be shared. This webinar is appropriate for a teachers, therapists, parents and paraprofessionals at all levels of experience.
Learner Outcomes:
At the conclusion of this presentation, participants will be able to:
- describe each component of the integrated model including; literacy, language and social communication.
- describe at least one activity for conversation support, and literacy/language support.
- discuss at least three strategies on how to implement the integrated model with a typical or special education program.
Time-Ordered Agenda
| 30 Minutes | Introduction: Clear understanding of the concept of AAC and the integrated Model of Communication | |
| 30 Minutes | What? Who? Why? of AAC research into practice Validation Research into practice | |
| 20 Minutes | Conversational language and literacy: Supporting students with severe and multiple disabilities | |
| 10 Minutes | Teaching strategies and case examples |
Continuing Education and Disclosure
This course is offered for 0.15 ASHA CEUs (Introductory Level, Professional Area)
Presenter Disclosure:
Financial Disclosure: Pati King-DeBaun is receiving an honorarium from NJSHA for her presentation.
Non-Financial Disclosure: Pati King-DeBaun has no relevant non‐financial relationships to disclose.
7:00 pm – 9:00 pm ET
Registration
NJSHA Members: $30 / NJSHA Student Members: $5
Non-Members: $50 / Student Non-Members: $30
Abstract
New Jersey’s Special Education Code, N.J.A.C. 6A:14 is based on the mandates within the Individuals with Disabilities Education Act (IDEA). Over the years both NJASLS and NJSHA have worked with the NJ Office of Special Education Programs on clarification of the intent of the mandates in the code. Since it is required that all students with disabilities be identified and served appropriately in order to receive a free appropriate public education (FAPE), misinterpretation of mandates may lead inadvertently to noncompliance. Currently ASHA is requiring all members to obtain professional development in ethics, which also can be compromised if correct interpretation of regulations prevails. In addition, N.J.A.C 6A:9-3.3 contains important mandates relative to professional development. Knowledge of these mandates will help the SLS attain appropriate professional development opportunities.
This webinar will aim to clarify interpretation of regulations that have frequently been questioned and misinterpreted and how SLSs can interpret them appropriately. Topics include initial evaluation criteria versus re-evaluation requirements, application of CI criteria to speech-language pathology as a related service for classifications other than CI, action on requests to drop speech-language services from an ESLS IEP versus an Eligible for Special Education and Related Services (ESERS) IEP, professional development and Medicaid issues.
Due to its relevance and importance, the 2010 ASHA document, Roles and Responsibilities of SLPs in Schools, will be referenced specific to various topics, as will an explanation of the intent of the SLS’s job in the schools, as dictated by the IDEA.
Learner Outcomes
After completing this course, participants will be able to:
- Describe how to appropriately apply criteria to eligibility for CI and speech-language pathology as a related service for other categories under ESERS.
- Explain what considerations for future eligibility are needed when a reevaluation is completed.
- Explain how to cite regulations that will enable SLSs to receive appropriate professional development
Time-Ordered Agenda
| 30 Minutes | Introduction: Use of assessment results – standardized tests and functional assessment in determining eligibility for CI and speech-language pathology as a related service | |
| 30 Minutes | Considerations for future eligibility decisions when completing a reevaluation | |
| 20 Minutes | Regulations to ensure appropriate professional development for SLSs and PD relative to Medicaid | |
| 10 Minutes | Conclusion, Q&A |
Continuing Education
This program is offered for 0.20 ASHA CEUs (intermediate level, related area)
Presenter Disclosure:
Financial Disclosure: Sue Goldman is receiving an honorarium from NJSHA for her presentation.
Non-Financial Disclosure: Sue Goldman has no relevant non‐financial relationships to disclose.
Recorded Webinars
(available until December 31, 2020)
Registration
NJSHA Members: $30 / NJSHA Student Members: $5
Non-Members: $50 / Student Non-Members: $30
NJSHA Members, click here to register.
Non-Members, click here to register.
Presenter
Jennifer Drenchek-Cristiano, MA, CCC-SLP/L, received her masters degree in speech pathology from the University of Buffalo where she worked at the Rehabilitation Engineering Research Center on Technology Transfer focusing on AAC systems. She began her career working in a private school for students with complex communication needs. Jennifer then went to work with the Technology for Life and Learning Center ATEAM performing AT evaluations throughout the state of New Jersey. Jennifer started a private consulting business, Technology for Education and Communication Consulting, Inc, specializing in speech, AAC and AT in 2004. In 2018 Jennifer expanded her practice to include a Pediatric and Adult Speech Therapy Clinic in Williamstown, New Jersey called the South Jersey Speech Center. She has experience with students birth to 21 and specializes in integrating technology solutions into their educational plan. Jennifer has extensive experience working with students with complex communication needs including Cerebral Palsy, Downs Syndrome, and Autism. She has provided numerous trainings across the country on assistive technology, augmentative communication and technology in the field of speech pathology. Jennifer is an adjunct faculty member at Richard Stockton College of New Jersey in the Health Sciences department where she has worked as a professor and clinical supervisor. Jennifer also collaborated with Stockton University to create an AAC program providing advanced training in the field for practicing SLPs.
Abstract
As a result of the current pandemic, many speech-language pathologists (SLPs) and clinical supervisors have been asked to shift their treatment methodology from face to face intervention to that of virtual telepractice services. This dramatic and rapid shift has left many SLPs without the training or resources to adequately provide services to vulnerable populations of individuals with speech and language disorders. Students and supervisors in clinical training programs have had to adjust to new and increasing demands of telepractice services. This presentation will serve to support supervisors in understanding current best practice in the field of telepractice, as well as modifying supervision techniques and feedback to best meet the needs of this new service delivery model. Participants will review telepractice platforms, terminology, resources, methodologies and training for support personnel and families. Participants will also review best practice in the use of evaluation tools via telepractice platforms. Ethical considerations of this model of service delivery will be identified and applied to functional outcomes.
Learner Outcomes:
At the conclusion of this presentation, participants will be able to:
- identify telepractice platforms, features and functions that support supervision and therapy in the provision of speech and language services.
- contrast various digital and non-digital therapy tools and methodologies to implement evidence-based decision making in the development of POCs.
- demonstrate knowledge of parent and support personnel training needed to support telepractice sessions.
- identify tools for providing telepractice speech and language evaluations.
- apply applications to their therapy practice for the treatment of communication disorders using technology.
Time-Ordered Agenda
| 30 Minutes | Overview of Telehealth/Telepractice
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| 45 Minutes | Providing structured support and supervision to graduate students implementing telepractice services
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| 30 Minutes | Telepractice and Standardized Testing
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| 15 Minutes | Questions and Answers |
Continuing Education and Disclosure
This course is offered for 0.2 ASHA CEUs (Intermediate Level, Professional Area)
This course qualifies for the ASHA supervision requirement.
Presenter Disclosure:
Financial Disclosure: Jennifer Drenchek-Cristiano is receiving an honorarium from NJSHA for her presentation.
Non-Financial Disclosure: Jennifer Drenchek-Cristiano has no relevant non‐financial relationships to disclose.
(Available until October 9, 2020)
Registration
This recorded presentation is available to watch for free, but if you would like to receive ASHA CEUs a fee would apply.
If you would like to watch this recorded presentation but not receive CEUs, please complete the following to register and watch.
To register without CEUs:
If you would like to receive CEUs, the course fee is $7 for NJSHA Members and $10 for Non-Members.
To register to earn CEUs:
Additional information and login procedures will be provided to participants after registration is processed.
Abstract
ASHA recognizes the value of interprofessional education (IPE) as well as interprofessional practice (IPP) and has recently adopted this model as core knowledge and skills for speech-language pathologists and audiologists. IPE establishes a foundation for team planning and intervention implementation. Professionals who make up the team need to learn about, from and with each other to enable effective collaboration and improve outcomes for both the individuals and families we serve. This introductory course will define IPP, provide a foundation to implement IPP, as well as identify barriers and provide suggestions for successful implementation. A fictional case study of a client across the lifespan will be presented to reveal the scope of practices which overlap various healthcare/educational professions. Pertinent information to diagnosis, treatment and outcomes and challenges will be illustrated through this case study. Come join us for this learning experience, and leave with insightful, practical information for your team.
Learner Outcomes
After completing this course, participants will be able to:
- Identify at least two key components and benefits of IPP
- List at least two barriers to implementation and at least two suggestions to overcome said barriers
- Describe at least two core competencies when working on an IPP team
Continuing Education
This program is offered for 0.20 ASHA CEUs (introductory level, related area)
(available until February 5, 2021)
Registration
NJSHA Members: $30 / NJSHA Student Members: $5
Non-Members: $50 / Student Non-Members: $30
NJSHA Members, click here to register.
Non-Members, click here to register.
Presented by Jennifer Moore, EdD, CCC-SLP
Dr. Jennifer Moore is a speech-language pathologist with a private practice in Wayne, New Jersey. She has clinical expertise in the areas of motor speech development/disorders and autism spectrum disorder. Dr. Moore is a PROMPT Certified Instructor and has formal training in Applied Behavioral Analysis. She has previously held positions in academia, public schools and hospitals.
Abstract
This webinar was developed to provide speech-language pathologists in the state of New Jersey with foundational information for establishing their own private practice. The webinar will cover areas such as state/federal filings, insurance/client billing, business insurances and acquiring clients. Each participant will complete a self-assessment form during each step of the webinar to help organize their pathway to private practice by assisting in the development of a plan and set intentions. This webinar was designed to guide the participants one step at a time.
Learner Outcomes
After completing this course, participants will be able to:
- Complete the self-assessment form to develop their pathway towards private practice.
- List three components needed to set up a private practice.
- Identify three strategies to acquire private clients.
Time-Ordered Agenda
15 Minutes – Introduction
- Introduce speaker and journey into PP
- Iceberg analogy
- Review learning objectives
- Overview of course
- Introduce flow chart
10 Minutes – The Why
- What are your intentions?
- Making a mission statement
- PT or Ft gig?
10 Minutes – Naming Your Practice
- Selecting a name
- How to get a logo
10 Minutes – Incorporating Your Practice (State and Federal)
- Accountant/lawyer (EIN, LLC, S-Corp)
- Register name with state
- Retirement- Accountant
10 Minutes – Business Insurance
- Professional Liability
- General Insurance
- Worker’s Comp
- Short term disability
- Renter’s Insurance
10 Minutes – Market Analysis
- Proximity to other practices
- Setting up rates
- Insurance or PP
- Supply and demand
10 Minutes – Location of Your Practice? Pros/Cons
- Client’s homes
- Your home
- Office
- Someone else’s office
10 Minutes – Marketing
- Domain
- Setting up Website
- Google my business
- Referrals
10 Minutes – Setting up Your Practice to Take Payments
- Coding and billing
- NPI numbers (group and individual)
- EMR
- HIPAA
- Taking payments and providing receipts
10 Minutes – Resources
- Websites
- Social media
- Professional connections
15 Minutes – Questions and Answers
Continuing Education
This program is offered for 0.20 ASHA CEUs (intermediate level, professional area)
Presenter Disclosure
Financial Disclosure: Jennifer Moore is receiving an honorarium from NJSHA for this presentation.
Non-financial Disclosure: Jennifer Moore is the vice chair of the NJSHA Private Practice Committee and does not receive any compensation for this role.
(available until December 31, 2020)
Registration
NJSHA Members: $30
NJSHA Student Members: $5
Non-Members: $50
Student Non-Members: $30
NJSHA Members, click here to register.
Non-Members, click here to register.
Additional information and login procedures will be provided to participants after registration.
Presented by Mary M. McArdle, MA, CCC-SLP
Mary McArdle is currently the early intervention manager for Children’s Specialized Hospital, the nation’s leading provider of inpatient and outpatient care for children from birth to 21 facing special health challenges. Before becoming the manager 15 years ago, she was a staff member providing early intervention services. Prior to working at Children’s Specialized Hospital, she worked for RWJ/Laurie Institute and JFK Johnson Pediatric Rehab providing speech-language, EIP and feeding interventions to children and families. Mary began her career as a speech-language pathologists working for DHS/DDD-MR for 10 years at NJDC in Totowa.
Abstract
Early intervention (EI) is a state and federally funded program that provides supports and services to families of children under the age of three. It is home and community based supports that are intended to enhance the capacity of the family to meet the developmental needs of their children. Due to the nature of service provision-practitioners often find themselves on their own when it comes to understanding the model, when forms are due and how to help parents advocate for their children. This webinar will review policies, procedures and best practices to ensure those providing EI services have the supports they need to provide quality supports to families.
Learner Outcomes
After completing this course, participants will be able to:
- Discuss NJEIS policies and procedures that govern the provision of Early Intervention services in New Jersey
- Identify resources for families outside of NJEIS for supports, services and understand the transition to preschool process
- Identify the recourses available to families when they feel their child’s plan is not effective-and how as the family’s practitioner you can support them
Continuing Education
This program is offered for 0.20 ASHA CEUs (intermediate level, professional area)
Presenter Disclosure
Financial Disclosure: Mary McArdle is receiving an honorarium from NJSHA for this presentation.
Non-financial Disclosure: Mary McArdle does not have any non-financial relationships to disclose.
Registration
(Available until November 10, 2020)
NJSHA Members: $25 / NJSHA Student Members: $5
Non-Members: $40 / Student Non-Members: $25
NJSHA Members, click here to register.
Non-Members, click here to register.
Additional information and login procedures will be provided to participants after registration.
Presented by Alyssa Molfese, MM, MA, CCC-SLP
Alyssa Molfese holds a bachelor of music education degree from the University of North Carolina at Greensboro, a master of music education degree from Rutgers University and a master of speech-language pathology degree from Kean University.
As a speech-language pathologist, Alyssa serves a wide population of clients in the public school. In addition, she is the owner of Saunders Music Studio, LLC in Hightstown, New Jersey, works for Speech and Hearing Associates in Metuchen, New Jersey, and Becker ENT in Robbinsville and Princeton, New Jersey. Alyssa is a speaking and singing voice specialist who rehabilitates children, teachers, singers and other professional voice users with vocal fold injuries, or those seeking corrective vocal technique. She also provides gender spectrum voice and communication training. Furthermore, she teaches all genres of signing and many of her students have become professional singers and music teachers.
Alyssa lives in Hightstown, New Jersey with her husband and twin girls. She is also an AFAA certified personal trainer and Certified Precision Nutrition coach who specializes in fitness for busy moms.
Abstract
This webinar will focus on comparing voice therapy to physical therapy or personal training. The subsystems of the voice will be reviewed in a practical way, and exercises explained in a physiological manner, as they would be in physical therapy. Speech-Language Pathologists (SLPs) will increase their understanding and use of practical exercises resulting in optimal therapeutic outcomes, as well as develop an understanding of the “why” behind vocal hygiene and exercises. After completing this webinar, participants will have a better understanding of voice therapy methodology, and be more equipped to explain therapy to patients/clients. Lastly, for the pediatric population, these exercises will be transcribed into fun games for kids.
Learner Outcomes
After completing this course, participants will be able to:
- Discuss similarities/differences between voice therapy and physical therapy
- List the three subsystems of vocal production
- Identify exercises to target coordination of the subsystems, muscle lengthening, contraction, and strengthening
- Demonstrate how to make exercises into games for kids so that they become fun
Continuing Education
This program is offered for 0.15 ASHA CEUs (introductory level, professional area)
Presenter Disclosure
Financial Disclosure: Alyssa Molfese is receiving an honorarium from NJSHA for this presentation. She will also be referencing case studies from her place of employment, Speech and Hearing Associates and Becker ENT.
Non-financial Disclosure: Alyssa Molfese will be referencing exercise activities in which she is a certified personal trainer through the Aerobic and Fitness Association of America.
Registration
(Available until October 22, 2020)
NJSHA Members: $30 / NJSHA Student Members: $5
Non-Members: $50 / Student Non-Members: $30
NJSHA Members, click here to register.
Non-Members, click here to register.
Additional information and login procedures will be provided to participants after registration.
Presented by Diane J. German, PhD
Diane J. German, PhD a Professor Emeritus at National Louis University, Chicago, Illinois, is an ASHA fellow and a fellow of the International Academy for Research in Learning Disabilities. She has published many articles and conducted numerous seminars in Word Finding. She is the author of the Test of Word Finding – Third Edition (TWF-3), the Test of Adolescent/Adult Word Finding, Second Edition (TAWF-2), and the Test of Word Finding in Discourse. Most recently, she has authored the new Word Finding Intervention Program, Third Edition (WFIP-3).
Abstract
This webinar will present a comprehensive model for word finding (WF) intervention drawn from the new Word Finding Intervention Program, Third Edition (WFIP-3). Part 1, Characteristics, will focus on semantic and form based WF error patterns in single word and discourse contexts. Part 2, Retrieval Strategies, will match specific retrieval strategies to learners’ WF error patterns. Part 3, WF Based Differentiated Instruction, will match curriculum accommodations to learners WF error patterns for assessment and instruction. Part 4, Self-Advocacy instruction, will demonstrate self-advocacy activities to help learners develop an awareness of their WF difficulties. Part 5, Progress Monitoring, will present two approaches to measuring learners WF intervention success. Please visit www.wordfinding.com to review introductory material.
Learner Outcomes
After completing this course, participants will be able to:
- Describe the characteristics of semantic and form based WF error patterns in single word and discourse contexts.
- Explain the retrieval strategies appropriate for learners based on their WF error
patterns. - Describe WF Based Differentiated assessment and Instruction of classroom discourse and vocabulary and reading activities for learners with Word Finding difficulties.
- Explain self-advocacy instruction for learners with WF difficulties.
- Describe WF based progress monitoring.
Continuing Education
This program is offered for 0.20 ASHA CEUs (intermediate level, professional area)
Presenter Disclosure
Financial Disclosure: Diane German is receiving an honorarium from NJSHA for this presentation. She will also be discussing the book Word Finding Intervention Program, Third Edition (WFIP-3), in which she received royalties from PRO-ED Inc.
Non-financial Disclosure: Diane German does not have any non-financial relationships to disclose.
Registration
(Available until September 18, 2020)
NJSHA Members: $30 / NJSHA Student Members: $5
Non-Members: $50 / Student Non-Members: $30
NJSHA Members, click here to register.
Non-Members, click here to register.
Additional information and login procedures will be provided to participants after registration.
Presented by Teresa Farnham, MA, CCC-SLP
A graduate of Case Western Reserve University, Teresa (Terri) Farnham has been practicing speech-language pathology for more than 40 years in a variety of settings, including 20+ years in schools. She is currently in private practice with Clarity for Communication LLC. She has presented around the United States on professional issues, speech sound disorders, and augmentative and alternative communication. She is a past President, Conference Chair and SLP-At-Large of the Ohio School Speech Pathology and Educational Audiology Coalition (OSSPEAC), and the 2018 recipient of the Patricia C. Lindamood Clinical Leadership Award.
Abstract
This presentation will discuss current assessment and intervention strategies for children with speech sound disorders, with emphasis on linguistically based analysis, target selection, and intervention methods. Practical strategies for implementation in a school or clinical setting, with emphasis on treatment based on detailed diagnostic analysis will be reviewed. The presenter has implemented this SSD treatment model in a public school setting, with significant student success in a relatively short time. Key components of effective therapy will be the primary focus of the session.
Learner Outcomes
After completing this course, participants will be able to:
- Identify key elements of phonological target selection for therapeutic intervention
- Identify key components of effective phonological assessment
- Identify key strategies for effective phonological intervention
Continuing Education
This program is offered for 0.20 ASHA CEUs (intermediate level, professional area)
Presenter Disclosure
Financial Disclosure: Teresa Farnham is receiving an honorarium from NJSHA for this presentation. She will be referencing her work and case studies at the Clarity for Communication LLC where she is owner.
Non-financial Disclosure: Teresa Farnham does not have any non-financial relationships to disclose.
Registration
This webinar is FREE to NJSHA members. Registration is required.
Continuing education credit is not available for this webinar.
Presented by Lynn Nowak
Lynn Nowak is an experienced lobbyist representing the interests of a wide variety of clients before the legislature and executive branch. She targets client needs, analyzes political trends and then devises and executes a legislative strategy that gets the job done. Ms. Nowak served as president of the lobbying firm of Nancy H. Becker Associates (NBA) for several years before she merged that practice into Porzio Governmental Affairs, LLC (PGA). Prior to becoming the president of NBA, she served as the firm’s executive vice president and vice president of public relations. She holds a Bachelor of Arts in Political Science from the State University of New York at Oswego and has done graduate work in Urban Planning at Rutgers University.
Abstract
This webinar will give participants an overview of the structure of government in Trenton and the elements that go into the creation and passage of legislation.
Learner Outcomes
After completing this course, participants will be able to understand the basic structure of state government in New Jersey, describe how a bill moves through the legislative process and understand how to impact the process.
Additional information and login procedures will be provided to participants after registration.