Previous Events

Friday, April 26, 2024
Jessie Ginsburg, M.S., CCC-SLP & Chris Wenger, M.S., CCC-SLP
Making the Shift: Revolutionary Methods for Autistic Kids

Chris and Jessie will discussed how SLPs can use neurodiversity affirming, strengths-based approaches in sessions in order to promote development of social learning, sensory and emotional regulation, and self-advocacy skills. Attendees will walked away inspired to make a shift in their minds, practices, and everyday interactions with Autistic students.

Friday, October 27, 2023
Morning Session

Ann England, M.A., CCC-SLP-L
How to Implement EBPs for Autism to Support Social Emotional Learning (SEL) of Autistic Students and the Role of the SLP

This workshop discussed the five broad and interrelated areas of competence for social emotional learning (SEL) known as the CASEL 5 developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and which EBPs for autism that will ensure equitable access and benefit for the autistic student. The role of the SLP in supporting their students on the autism spectrum will be described and discussed.

Afternoon Session

Betsy Caporale, M.S., CCC-SLP
AAC and Autism: Effective Implementation of Communication Tools and Strategies

Participants will learn best practices for determining AAC needs and creating AAC systems for students with autism. Assessment and implementation tools and strategies will be shared including a Skills Analysis Matrix and Implementation Plan. Informative resources and relevant research will be shared.

Friday, April 28, 2022
Tera Sumpter, M.A., CCC-SLP
Putting the pieces together: An integrated approach to assessment and intervention
Attendees will learn about Tera Sumpter’s Cognitive Processing Model for Academic Learning. This model provides an integrated and comprehensive framework for assessment and treatment of
language, literacy, and other learning disabilities. It assists the therapist in identifying the root of a student’s learning difficulty, targets where the breakdown in processing is occurring, and highlights which aspects of development are impacting each other. Types of processing addressed include phonological, visual processing of symbols, semantic/linguistic processing, and executive functioning. In addition, it focuses on aspects of the child’s cognitive growth. This model guides the therapist in
developing a treatment plan that is individual to each child.

Friday, October 28, 2022

Amy Graham, MA, CCC-SSLP
A Deeper Dive into Speech Sound Disorder Interventions
Children with speech sound disorders often comprise a majority of SLP's; caseloads, but understanding how to choose appropriate interventions given the nature of a child’s SSD is frequently
misunderstood. This full-day presentation will take a deeper look into particular approaches and specific considerations when choosing interventions and implementing elicitation techniques. These specific aspects of remediation will differ given the nature of children’s underlying deficits, from phonological, to childhood apraxia of speech, to those with residual articulation errors.

Friday,  April 1, 2022
Amy Graham, MA, CCC-SSLP
Speech sound disorders often comprise a majority of SLPs' caseloads, but many aspects of assessment and intervention are often neglected or misunderstood. This full-day presentation will cover key components of a thorough assessment for the differential diagnosis of SSDs and important factors to consider when deciding among particular intervention approaches. Specific interventions, including phonological, motor based, and phonetic approaches will be covered, as well as strategies for elicitation and generalization.

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.

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.

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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.  

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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.

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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. ​​

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

School-age Stuttering Therapy: A Practical Approach​

School-age children who stutter can face many challenges, both in and out of the classroom. Common problems include negative emotional reactions, such as embarrassment and anxiety; difficulties reading aloud in class or participating in group discussions; and limitations while interacting with peers. Unfortunately, many speech-language pathologists report that they are not confident in their ability to help children deal with these consequences of stuttering. Clinicians also report uncertainty about meeting eligibility criteria, generalizing gains made in the therapy room to real-world situations, and dealing with problems like bullying. The purpose of this workshop is to provide clinicians with applicable, practical strategies for helping school-age children and adolescents who stutter overcome the problems associated with stuttering. The presentation will include: specific guidelines for conducting comprehensive evaluations that support treatment recommendations and goal-writing; detailed instructions for how to prepare children for therapy to ensure success; and video examples of numerous treatment strategies and activities designed to help children improve their fluency, reduce their negative reactions to stuttering, educate others about stuttering, and communicate effectively across speaking situations. 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.

Next Live Virtual Event - Friday, October 25, 2024

SASHA Events

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