Friday, October 29, 2021 

J. Scott Yaruss, PhD, CCC-SLP, BCS-F, F-ASHA

This workshop will discuss key concepts in early childhood stuttering therapy, including techniques for helping young children, aged 2 to 6, improve their speech fluency and communication. Topics include treatment goals for parents and children to support the development of more fluent speech and appropriate communication attitudes. Both less-direct and more-direct strategies will be discussed.

SASHA Events

2021 SASHA Fall Virtual Live Event

Previous Events

Friday,  April 16, 2021
J. Scott Yaruss, PhD, CCC-SLP, BCS-F, F-ASHA​

Participants will come away from the workshop feeling more confident in their ability to help children who stutter and more knowledgeable about how to approach stuttering assessment and treatment in the school setting and beyond.

Friday,  October 30, 2020
Anna Vagin, PhD

We will explore social learning concepts in Core Curriculum Standards, review inferential skills, and examine strategies to build understanding of intention, behavior, & effect. We will cover the importance of perspective, emotions and flexibility, as well as ways to support development of conversation. We will discuss how games can be used to build resilience and the use of social concepts.

Friday,  October 11, 2019
Dr. Suzanne Foley, M.S., Au.D., CCC-A​

Effective diagnostic and therapeutic interventions for students with these disorders.

Friday,  February 1, 2019
Char Boshart, M.A., CCC-SLP

As speech‑language pathologists, we have our work cut out for us, especially when we encounter a multiple articulation child or even one who mispronounces “r” and/or “s”.  These sounds have been called “simple artic errors.”  However, when working with a child with a lateral lisp, there’s nothing “simple” about it.

Friday,  October 5, 2018
Judy Montgomery, PhD, CCC-SLP

Vocabulary acquisition in children is key to their early personality, friendships, self-esteem, and eventual interest in reading and academic learning.  Children quickly learn that words are powerful! Using the state standards and the research literature in word learning, we will engage in 20 highly effective, interactive therapy strategies for K-12 students.  Join us as we explore listening, speaking, reading and writing vocabularies that build comprehension and academic success.

Friday, February 9, 2018

Patricia Schetter, M.A., BCBA
Federal legislation known as “Every Child Succeeds Act” (2015), and the Individuals with Disabilities Education Act (2006), specify that the practices used in schools must be research-based. As the number of California Students identified with an Autism Spectrum Disorder continues to rise (now exceeding 104,000, CDE 2016), many educators are seeking out information on what these evidence based practices (EBPs) are for this specific population.  

Friday, March 10, 2017
Barbara Fernandes, aka "GeekSLP"

This workshop will provide speech-language pathologists (SLP) and special educators with a wealth of information regarding the powerful features and possibilities on the iPad. Many of the built-in features make “iDevices” accessible and flexible, which opens up many possibilities for all students and especially those with communication difficulties.

Clinicians will learn to use many built-in features, find appropriate apps, explore creative uses of apps, and discover accessories to maximize teaching and learning. 

Friday, September 20, 2016
Char Boshart, M.A., CCC-SLP

Listening, speaking, reading and writing skills have never been more important.  But most of our language disordered kids have difficulty with all of these.  Over 25% of the children in the United States can’t read.  If you can’t read, your vocabulary—oral and print—begins to stall by the third grade.  As an SLP have you ever wondered just how to cohesively cover phonological awareness, semantics (and all that that entails, including RELEVANT VOCABULARY), as well as syntax and grammar and connect all of it to impact not only their oral language but their print language and academics as well?  Yep, me too!  It can be daunting.

Friday, March 4, 2016

Stephen Sacks, MA, CCC-SLP
This one-day workshop presented a systematic way of teaching the necessary prerequisite skills for articulation with emphasis on the /r/ and /s/ sounds. This was followed by practicing nonword facilitating contexts and finally the efficient transfer into real phrases, sentences and conversation. Carryover techniques, research using this approach and case studies were also presented.​

Friday, September 25, 2015

Edythe Strand, PH.D.

The one-day workshop focused on using clinical thinking to make decisions when planning and implementing treatment for children with childhood apraxia of speech (CAS). Issues discussed were using assessment data to set goals; practice in goal writing; review of the principles of motor learning and practice in how to implement them for particular children at different ages and levels of severity; specific treatment techniques; and how to measure progress.

Friday, February 13, 2015

Edythe Strand, PH.D.
The one-day workshop focused on assessment and treatment of Childhood Apraxia of Speech (CAS) Assessment techniques and interpretation of assessment data will be discussed.  Special attention was given to treatment techniques for CAS, including the principles related to motor learning and how these can be incorporated in treatment planning and implementation.  Videotape examples were used for additional discussion of treatment planning and implementation.

Monday, September 22, 2014
Ellyn Lucas Arwood, ED.D., CCC - SLP 2
Most people learn to think with a visual brain, but live in an auditory culture. This workshop provided participants with the neuroscience behind how learners become literate through the Neuro-Semantic Language Learning Theory (NLLT). Literacy includes thinking, viewing, reading, writing, speaking, listening, and calculating. Participants were provided with numerous examples of how to use language strategies for increased literacy.

Friday, February 7, 2014
J. Scott Yaruss, PHD, CCC
Practical Treatment Strategies for Preschool Children Who Stutter and Effective Treatment for School-age Children Who Stutter.

​Friday, October 18, 2013
Sarah Peterson , Speech Language Pathologist, Author & Presenter
In this new, highly practical seminar Sarah Peterson, a practicing speech language pathologist, accomplished author, and experienced presenter,  provided dozens of proven approaches to help members improve students’ communication skills related to language, articulation, fluency, and voice. Sarah will presented a wide variety of highly effective materials, activities and strategies designed to motivate students of all ability levels.

​​Friday, March 11, 2013
Linda Eve Seth, SLP, M.ED
In 2013 the mission of the school-based SLP was to improve the communication abilities of students, but ASHA reminds us that the manner in which we address prevention, assessment, evaluation, eligibility determination, caseload management and intervention has changed and will continue to evolve under the tiered model (RTI). In this seminar we explored strategies to help us adjust our schedules and manage our workloads in order to increase the time we have available to do the work of RTI, including time to work directly with students in the classroom. 

​​​Friday, October 12, 2012
Linda Eve Seth, SLP, M.ED
This course offered information to help school-age children who stutter. The following topics were discussed: eligibility and dismissal criteria, overall treatment goals, IEPs, techniques for improving speech fluency, suggestions to improve children’s communication attitudes, strategies for working with parents and teachers, strategies to minimize teasing and bullying, and use of fluency devices or medications. The purpose of the course was to help clinicians find real-world, practical answers to these and many other questions. Specific exercises and strategies were discussed in detail, and participants explored a variety of different ways to help children who stutter overcome the difficulties associated with their stuttering. Participants came away from the workshop feeling more confident in their own abilities for helping children who stutter and better able to respond to the challenges of stuttering in a variety of settings.

​​​​Friday, February 10, 2012
Rennee Roy Hill, M.S., CCC-SLP
Renee Roy Hill discussed how many clients with a diagnosis of childhood apraxia of speech also have co-existing deficits which include sensory, feeding, and oral motor deficits. She addressed how implementing a oral-motor program in a therapeutic hierarchy in conjunction with traditional verbal and tactile techniques will improve speech clarity for clients with the diagnosis of apraxia. Each therapeutic technique can be implemented in school and/ or home environments. This seminar lead participants  step-by-step, through the assessment process used with clients of varying ages and skill levels who evidence oral-motor deficits. Participants observed three assessment sessions with clients from infancy to school-age, and learned to identify oral-motor deficits that affect speech production. Development of therapeutic program plans designed specifically to meet each client’s oral motor needs were addressed.