Lavi Institute

Power Up Your Clinical Skills
with EBP Trainings

 
 
Learn from the world experts, master class trainings, hands-on labs
 
 
 
Rise Above the Norm 

Become a confident EBP clinician

Power up your assessment and treatment skills with world class trainings

What We Offer

UNLIMITED CeuS

access to our library of conference replays, on-demand webinars and workshops

3 ANNUAL CONFERENCES

3 online live-streamed conferences per year with top-notch experts in their field

request speakers

ability to request speakers and topics for presentation purposes

HOW-to tutorials

how-to master classes and tutorials, ongoing connection with other professionals on EBP related topics

Our power in numbers
August Power Up Conference Stats

126,000 VIEWS

15,000 SLPs

22 countries

How This Works

Step One

Watch live presentations or replays. Access to replays can be located below

Step Two

Visit our Virtual Exhibit Hall, enter raffles, win prizes, get discounts.

Step three

Get CMH certificates or use ASHA CE forms (found below replay videos)

step four

Feel empowered by EBP

VIRTUAL EXHIBIT HALL

Enter here to win raffle prizes and get discount codes (opens October 25, 2020)

MASTER CLASS PRESENTATIONS

We are thrilled to announce our Keynote Speaker! Past ASHA President, Dr. Tommie L. Robinson Jr.

Dr. Temple Grandin
moderated by Tatyana Elleseff, MS, CCC-SLP and
Dr. Adriana Lavi, CCC-SLP

Power Up Conference, Day 1

This session addressed neurodiversity, communication, self-care and independence issues in the area of autism spectrum disorders from the perspective of an individual with autism. Participants learned about the perspectives of an individual’s with autism regarding experiences learning about social skills, functional communication and self-advocacy.

ASHA: 0.1 Intermediate 

CA SLPAHB: 1.0  Self-Study

CMH: 1.0 Self-Study

Dr. Temple Grandin was born in Boston, Massachusetts. Temple’s achievements are remarkable because she was an autistic child. At age two she had no speech and all the signs of severe
autism. Fortunately, her mother defied the advice of the doctors and kept her out of an institution. Many hours of speech therapy, and intensive teaching enabled Temple to learn speech. As a teenager, life was hard with constant teasing. Mentoring by her high school science teacher and her aunt on her ranch in Arizona motivated Temple to study and pursue a career as a scientist and livestock equipment designer. Dr. Temple Grandin obtained her B.A. at Franklin Pierce College in 1970. In 1974 she was employed as Livestock Editor for the Arizona Farmer Ranchman and also worked for Corral Industries on equipment design. In 1975 she earned her M.S. in Animal Science at Arizona State University for her work on the behavior of cattle in different squeeze chutes. Dr. Grandin was awarded her Ph.D in Animal Science from the University of Illinois in 1989 and is currently a Professor at Colorado State University. She has done extensive work on the design of handling facilities. Half the cattle in the U.S. and Canada are handled in equipment she has designed for meat plants. Other professional activities include developing animal welfare guidelines for the meat industry and consulting with McDonalds, Wendy’s International, Burger King, and other companies on animal welfare.

Tatyana Elleseff, MS, CCC-SLP
Improving Critical Thinking Skills via Picture Books in Children with Language Disorders

Power Up Conference, Day 1

Critical thinking involves analysis, synthesis and evaluation of information in order to recognize patterns, distinguish right from wrong, offer opinions, anticipate reactions, compare scenarios to choose favorable outcomes, as well as consider a variety of solutions to the same problem. These are the skills children need to make appropriate independent decisions. For language impaired children, critical thinking skills hierarchy needs to be explicitly addressed in therapy sessions in order to improve these children’s independent decision-making abilities. This workshop will discuss how to address critical thinking skills through picture books utilizing the framework outlined in Bloom’s Taxonomy: Cognitive Domain which encompasses the categories of: knowledge, comprehension, application, analysis, synthesis, and evaluation.
 
 

ASHA: 0.15 Intermediate 

CA SLPAHB: 1.5  Self-Study

CMH: 1.5 Self-Study

Tatyana  Elleseff, MA, CCC-SLP is a bilingual SLP, specializing in issues of multicultural, internationally & domestically adopted, at-risk children with communication disorders in school and private practice settings. She has been published a variety of journals as well as presented for a number of medical, academic and non-profit organizations and speech-language-hearing associations.   She is a clinical instructor at the RWJ Medical School Dept. of Psychiatry & a clinical supervisor at Rutgers Day School. 

    1. Describe components of Blooms Taxonomy relevant to critical thinking skills instruction 
    2. List critical thinking skills hierarchy
    3. Discuss how to implement effective critical skills instruction via picture books

Dr. Carol Westby, CCC-SLP
Thinking about Thinking: Assessing Foundations for Social-Emotional Development

Power Up Conference, Day 1

Given the role of Theory of Mind (ToM) in social and academic functioning in children with language impairments, hearing loss, or autism and the recent rapid increase in our understanding of the neurological and environmental factors that contribute to ToM, it is important that and speech-language pathologists recognize delays and deficits in ToM and have strategies for assessing and developing ToM in persons they serve.

This presentation will (a) review current research documenting neural bases for emotional understanding and theory of mind and (b) describe the developmental stages of theory of mind from infancy through adolescence.. Participants will be able to evaluate infants’/toddlers, preschool, and school-age children’s level of ToM and provide justification for targeting ToM in intervention.

ASHA: 0.2 Intermediate 

CA SLPAHB: 2.0  Self-Study

CMH: 2.0 Self-Study

Dr. Westby is a consultant for Bilingual Multicultural Services in Albuquerque, NM and an affiliated professor at Brigham Young University in Provo, UT. She is a fellow of the American-Speech-Language-Hearing Association (ASHA), holds Board Certification in Child Language, and has received the Honors of the Association. She has published and presented nationally and internationally on theory of mind, language-literacy relationships, narrative/expository development and facilitation, assessment and facilitation of written language, metacognition/ executive function, and issues in assessment and intervention with culturally/ linguistically diverse populations. She is the developer of the Westby Symbolic Playscale. She has been principal investigator on a number of clinical service, research, and personnel preparation grants. She has a BA in English from Geneva College and an MA and PhD in Speech Pathology from the University of Iowa.

Dr. Lamitra Baez, CCC-SLP
Culturally Responsive Assessment

cover fnal

Power Up Conference, Day 1

There is an increasing number of culturally and linguistically diverse (CLD) students, who are English Language Learners (ELLs) or speak dialects other than Standard American English, in America’s schools. Professionals frequently experience challenges with differentiating language differences from language impairments in CLD students who are struggling in school. This workshop addresses nonbiased assessment strategies and materials that can be used to contribute to appropriate eligibility decisions.

ASHA: 0.1 Intermediate 

CA SLPAHB: 1.0  Self-Study

CMH: 1.0 Self-Study

Dr. Lamitra Baez is a full-time assistant professor for the Communication Sciences and Disorders Department at Loma Linda University. Since 2003, she has skillfully held a variety of SLP positions with emphasis in working with infants, toddlers, preschoolers and school-aged children with various speech and language disorders. Her professional interests include language disorders, differential diagnosis, and cultural diversity. She often lectures on issues relevant for serving culturally diverse populations. She holds a PhD in Educational Psychology, where her research focused on the relationship between culturally competent teaching and special education referrals for African American students.

  1. Participants will summarize federal and state regulations and ASHA guidelines pertaining to nonbiased assessment of CLD students.
    Participants will identify potential sources of bias on standardized language tests used to assess CLD students.
    Participants will apply culturally responsive methods for differentiating between language differences and language impairments in CLD students.

Dr. Elena Plante, CCC-SLP
Understanding Psychometric Properties of Standardized Tests

Power Up Conference, Day 2

A recent publication noted that practicing speech-language pathologists strongly associated evidence-based practice with treatment, but not with assessment.  This may be, in part, with an implicit belief that published tests have something of a privileged status.  Moreover, many clinicians feel ill prepared to navigate test manuals to determine if the evidence is available to support their clinical needs.  In this presentation, we seek to equip clinicians with the skills needed for evidence-based diagnostics.  The presentation will explode popular myths about standardized testing (e.g., tests themselves are valid or invalid, test bias is avoided if the norms include minority children).  Real cases and examples from tests will be used to illustrate core principles of evidence-based assessment.

ASHA: 0.2 Intermediate 

CA SLPAHB: 2.0  Self-Study

CMH: 2.0 Self-Study

Dr. Elena Plante conducts research primarily in the area of developmental language disorders. Her work concerns the accurate identification of adults and children with this condition, improvement of learning by these individuals, and understanding the neurobiological substraits of the disorder. She is a co-author on several standardized tests for children with language disorders including the Pediatric Test of Brain Injury, the Test of Integrated Language and Literacy Skills, and the Shirts and Shoes Test.  Her lab is actively engaged in treatment research to improve grammatical morpheme skills in preschool children with specific language impairment.  She has been conducting neuroimaging research for over 20 years and she primarily uses fMRI as a tool for revealing recruitment of cognitive systems for language processing. Her work has been funded by grants from the National Institute on Deafness and Other Communication Disorders and the National Institute on Aging and the Institute for Educational Science. Dr. Plante has numerous ongoing collaborations with researchers nationally and abroad. 

1) Participants will learn to link specific psychometric evidence supporting practice to specific purposes for assessment.

2) Participants will learn to identify basement effects that prevent accurate diagnoses of impairment.

3) Participants will learn how bias is assessed and avoided in norm-referenced testing.

4) Participants will learn about diagnostic questions that are not addressed via standardized testing.

Tatyana Elleseff, MS, CCC-SLP
Components of Effective Reading Intervention

Power Up Conference, Day 2

This session will discuss components of effective reading instruction including: phonological awareness (sound manipulation in words), alphabetic principle (sound letter correspondence), orthographic instruction (knowledge of reading/spelling rules), vocabulary instruction, morphological awareness (prefixes, suffixes and word origins), fluency (automaticity, prosody, accuracy and speed, expression, intonation and phrasing), text comprehension and encoding (spelling). It will provide recommendations on how these components can be cohesively integrated in order to improve reading abilities of children with language disorders and learning disabilities.  
 

ASHA: 0.2 Intermediate 

CA SLPAHB: 2.0  Self-Study

CMH: 2.0 Self-Study

Tatyana  Elleseff, MA, CCC-SLP is a bilingual SLP, specializing in issues of multicultural, internationally & domestically adopted, at-risk children with communication disorders in school and private practice settings. She has been published a variety of journals as well as presented for a number of medical, academic and non-profit organizations and speech-language-hearing associations.   She is a clinical instructor at the RWJ Medical School Dept. of Psychiatry & a clinical supervisor at Rutgers Day School. 

  1. Discuss scientific research relevant to reading intervention

  2. List components of effective reading instruction
  3. Explain how to incorporate components of reading instruction into speech language therapy sessions 

Dr. J. Scott Yaruss, PhD, CCC-SLP, BCS-F, F-ASHA
School-Age Stuttering: A Practical Approach

Power Up Conference, Day 3

School-age children who stutter can face many challenges, both in and out of the classroom. Unfortunately, many speech-language pathologists report that they are not confident in their ability to help children deal with these consequences of stuttering. This brief presentation will describe how clinicians can help children and teens who stutter 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 help children who stutter in the school setting and beyond.

ASHA: 0.2 Intermediate 

CA SLPAHB: 2.0  Self-Study

CMH: 2.0 Self-Study

Scott Yaruss is a Professor of Communicative Sciences and Disorders at Michigan State University. In addition to conducting research on the development of stuttering in young children, Dr. Yaruss has extensive experience working with children and adults who stutter in a wide variety of clinical settings. He frequently presents continuing education workshops to help speech-language pathologists feel more confident in their ability to help preschool and school-age children, adolescents, and adults who stutter. He has authored or coauthored nearly 300 papers, articles, chapters, or booklets on stuttering. He is also co-author of the Overall Assessment of the Speaker’s Experience of Stuttering (OASES), as well as School-age Stuttering Therapy: A Practical Guide, Early Childhood Stuttering Therapy: A Practical Guide, Minimizing Bullying in Children Who Stutter, and other guides published by Stuttering Therapy Resources. (www.StutteringTherapyResources.com).

  • Select and implement several appropriate treatment strategies for helping school-age children and adolescents who stutter speak more easily and communicate more effectively
  • Help students identify, understand, and overcome affective and cognitive reactions to stuttering
  • Describe 2 ways to effectively involve families, teachers, and others in the treatment plan

Technical Labs

designed to offer hands-on applications to practice

Dr. Glendora Tremper, CCC-SLP
Assessment and Report Writing During COVID-19

Power Up Conference, Day 2

COVID19 – Its advent and subsequent stay at home measures have created many questions in the assessment, identification, and provision of services for our students with special needs. Whether we return to school in person, online, or a hybrid model, we are still required to ensure our students are provided a Free and Appropriate Public Education through IDEA. Assessment, evaluation and its necessary counterpart – report writing will need to be accomplished. This workshop will focus on how COVID19 may impact your assessment and identification of students, and how to accurately reflect that in your Speech and Language Report.

ASHA: 0.1 Intermediate 

CA SLPAHB: 1.0  Self-Study

CMH: 1.0 Self-Study

Dr. Glendora Tremper has been an SLP for 25 years and a special education administrator for 19 years. She has worked in the traditional and charter school settings ensuring the needs and legal rights of all students are met. Dr. Tremper is presently the Special Education Coordinator at Springs Charter Schools (pop. 9,700), supervising all related service providers across the network. Additionally she was a school board member for Chula Vista Elementary School District in San Diego County and continues to be on the School Board of Mueller Charter School. Outside of the educational field, Dr. Tremper volunteers with and is on the board of various non-profit organizations focused on providing care for children with cleft palate and craniofacial anomalies. She has presented internationally and nationally at conferences in Mexico and San Diego.

  • Review of the legal requirements and components for a speech and language evaluation and report

    Identify the impact of COVID19, school closures, and return to school, on the assessment and reporting process

    Recommendation for language to include in the Speech and Language Report to address COVID19’s impact.

DeAnna Mercier Glass, M.Ed, BCBA​
Effective Behavior Management for Online Speech Sessions

Power Up Conference, Day 3

Challenging behavior can be disruptive to critical treatments including speech therapy. Now with many speech sessions occurring remotely, having a foundational understanding of problem behavior, why they occur, and why they persist, is of great importance. In addition, having a toolkit of evidence-based prevention, prompting, and reinforcement strategies can assist with making online speech sessions engaging, successful, and fun.

This presentation outlines ways to prevent and manage problem behaviors so that speech sessions will be optimally productive and fun. Participants will learn about the basic functions of behavior, ways to prevent problems before they occur, and how to maximize learning time in sessions while using evidence-based interventions. Participants will learn how to implement specific strategies throughout online sessions for best outcomes.

ASHA: 0.2 Intermediate 

CA SLPAHB: 2.0  Self-Study

CMH: 2.0 Self-Study

DeAnna has worked in the field of Behavior Analysis since 2002. She earned her master’s degree in Education, Children’s Mental Health and Applied Behavior Analysis from Johnson State College in her home state of Vermont. Since becoming Board Certified in 2006, DeAnna has overseen behavioral programming in non-public schools, provided extensive training and consultation to large groups of special educators, has supported intensive in-home programs, and spent 10 years mentoring and supervising a large group of Behavior Analysts within a private ABA Company. DeAnna is passionate about helping students learn in the least restrictive environment and also supporting special educators and behavior technicians with developing an understanding of behavior so they may be maximally successful in their work.

  • Identify common antecedents to problem behavior
  • Describe the ways that behavior works for students with complex communication needs (function)
  • Implement multiple reinforcement strategies effectively
  • Embed specific strategies into online speech sessions
  •  

Kathy Beatty, MA, CCC-SLP ​
Teletherapy for Students with Limited Engagement

Power Up Conference, Day 2

Who could have predicted that we would need to support our students while staying in our homes? The success of the teletherapy session is closely connected to the ability of the clinician and student and/or parent/helper to communicate effectively in a virtual environment.

Of the many questions that clinicians have asked, the one question that keeps coming up is: How do we serve our students that have limited engagement, complex needs, behavior issues, etc? The answer is that we need a new model of services that truly supports the whole student and their families. Clinicians need this critical information now in order to provide effective teletherapy services.

ASHA: 0.2 Intermediate 

CA SLPAHB: 2.0  Self-Study

CMH: 2.0 Self-Study

Kathy has worked for 45 years in the areas of AAC and Complex Communication Needs, primarily in the school setting, collaborating with her husband, an OTR and ATP.  She has provided numerous AAC presentations on the national, state and local levels. She is currently the Senior AAC Clinical Supervisor for The Speech Pathology Group and is the Coordinator of the AAC Mentorship Program. Kathy is an ASHA SIG 12 (AAC) Coordinating Committee Member. She has served as the Director of OT, PT, SLP, and APE Services for the Educational Service Center of Erie, Huron, & Ottawa Counties and as the Therapy Team Leader for Multi-disciplinary Services in Erie County.

  • Describe how a clinician can participate in teletherapy services synchronously and asynchronously
  • List three reasons why a student and their family may be better suited for asynchronous intervention services
  • List three different ways the parent/helper can support the student’s engagement in teletherapy
  • Explain how to combine multiple devices/screens within one teletherapy session
  • List three work arounds for limited access to equipment

Dr. John Jacob
The Kids Are Not Alright. Are You?

Power Up Conference, Day 3

This session addressed the importance of self-care in a pandemic and the impact of COVID19 on emotional aspects of service delivery. Participants discussed strategies to first attend to their own coping mechanisms, before thinking about providing any services to others. Participants identified emotional and communication types and styles, and strategies to improve outcomes.

ASHA: 0.1 Intermediate 

CA SLPAHB: 1.0  Self-Study

CMH: 1.0 Self-Study

Dr. John Jacob  is the President and CEO  of  XYConneXion®. He  holds a PhD in Psychology and is a graduate of Loma Linda University, where he also completed degrees in Counseling and Theology.  Dr. Jacob is host of the Rd 2 Romance Relationship Program on cable TV.   He conducts research on Preferred Interaction Styles   and how they affect personal and professional relationships. His research has led to the first book on the topic and is titled XY Theory®, How Personality Can Sabotage Dating & Jeopardize Your Marriage. This research was also vital to the development of the XY ConneXion® Tests that can predict problems in a romantic or professional relationship before they occur. Dr. Jacob conducts Family Life and Professional Seminars and lectures across the United States and overseas. Currently, he conducts Interaction Workshops online and trains coaches worldwide to use the XY ConneXion® Coaching Model, with a variety of applications.

  • identify the impact of COVID19 on emotional aspects of service delivery
  • identify emotional and communication types and styles in the workplace and impact on work outcomes
  • identify strategies to accommodate students with various emotional and communication types and styles to increase outcomes

Jillian Yudin
Tips and Tricks of Teletherapy

Power Up Conference, Day 1

This session addressed strategies to increase engagement and participation using Technology to maximize students’ progress on goals. Participants learned about new types of technology to utilize during their teletherapy sessions and to create interactive sessions to increase engagement.

ASHA: 0.1

Intermediate 

CA SLPAHB: 1.0  Self-Study

CMH: 1.0 Self-Study

Jillian Yudin has been a Speech Language Pathologist Assistant (SLPA) for over 15 years with infants to adults. She is currently an Assistive Technology Specialist. Jillian earned a master’s degree in special education in 2016. She has a background in behavioral support with a variety of learners. She is trained and has earned certificates in a variety of areas that include: AAC programs, PECS, oral placement therapy, Beckmann oral motor therapy, mindfulness, PEERS UCLA social skills, anxiety with an emphasis on neuroscience, Orton Gillingham, Kaufman apraxia, integrated listening, and social skills.

Jillian is currently pursuing higher education to earn a speech and language pathology graduate degree. 

  • Learn new types of technology to utilize during their teletherapy sessions
  • Be able to create interactive sessions to increase engagement
  • Use technology to help students, clients, patients participate fully within their sessions with minimal secondary behaviors
  • Provide parents or caregivers ideas to carryover skills in the home setting in order to generalize goals

This course must be watched in its entirety. In order to receive the CMH or the CEU certificate, a quiz is required to be completed with 80% success.

Financial: No relevant financial relationship exists.

Non-Financial: No relevant non-financial relationship exists

5 mins – Disclosures, Introduction

15 mins                      Review of Technology

20 mins                      Examples

20 mins                      Recommendations, Discussion

Scroll to Top