Lavi Institute

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Not Enrolled
Price
$125 annual membership
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How This Works

Step One

Watch live conference sessions below. Access to replays will be posted below on December 7, 2020.

Step Two

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

Step three

Get CMH certificates or use ASHA CE registry forms below

step four

Feel empowered by EBP

Live Conference Sessions - March 4-5

Live zoom link can be accessed below

VIRTUAL EXHIBIT HALL

Enter here to win raffle prizes and get discount codes 

Welcome to the Main Conference Floor

We are thrilled to announce our Keynote Speaker!

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Meet top talent in a unique 2-day experience
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Our speakers

Perry-Flynn-2016

Perry Flynn,
M.Ed, CCC-SLP

March 4th, 11 am ET/ 8am PT

Tatyana Elleseff, MA, CCC-SLP

Various Times, Conference Host

pic

Andrew Vermiglio, AuD, FAAA, CCC-A

March 4th, 6pm ET/ 3pm PT

Lenore_Boyarin_1835×1414-1024x789

Lenore Boyarin, Esq.

March 5th, 1 pm ET/ 10 am PT

meds prof pic

Nancy J. Baehr, M.D.

March 5th, 5 pm ET/ 2pm PT

Julian Madison, MS, CCC-SLP

Various Times, Conference Host

Jaci 2020

Jacqueline Dobres, MS OT R/L, BCBA

March 4th, 4pm ET/1 pm PT

Victoria Simeone, MSW, LSW

March 5th, 6:30 pm ET/ 3:30 pm PT

Dr. Adriana Lavi, CCC-SLP

Conference Host, Moderator

MASTER CLASS PRESENTATIONS

A Personal and Practical Approach to Workload
Perry Flynn, M.Ed., CCC-SLP, ASHA Fellow
moderated by Tatyana Elleseff, MS, CCC-SLP

Power Up Conference, Day 1
March 4, 11 am ET/8 am PT

This virtual presentation aims to be very interactive through a virtual platform on the topic of workload for the speech-language pathologist.  The workload model will be defined and the hybrid caseload/workload model currently in use in the state of North Carolina (and available free to all) will be described in depth.  Participants are encouraged to have their schedule handy during the presentation as they will use it to complete an electronic workload analysis used in North Carolina that has been synthesized from the ASHA workload model.

ASHA: 0.15

Intermediate, Live

CA SLPAHB: 1.5 Live 

CMH: 1.5 Live

Perry Flynn, M.Ed., CCC-SLP is the Consultant to the North Carolina Department of Public Instruction in the area of Speech-Language Pathology and a Professor in the Department of Communication Sciences and Disorders at the University of North Carolina Greensboro.  He is a Certified Therapeutic (Horseback) Riding Instructor and a Fellow of the American Speech, Language Hearing Association.

1. Describe the activities of the four quadrants of the ASHA workload model

2. Apply their schedule to a “time study” workload model that North Carolina uses

3. Apply the workload principal to their own school district to help create equitable workloads across the district. 

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— Perry Flynn receives a speaking honorarium from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial

Introduction – 10 mins

Orientation to ASHA workload model and activities in the four quadrants (polling audience on caseload/workload information) – 30 mins

Creating equitable workloads across a district – 20 mins

Completing the electronic workload time study – 15 mins

Review of independent work, questions, and conclusion – 15 mins

Background History Collection Matters
Tatyana Elleseff, MS, CCC-SLP

Power Up Conference, Day 1
March 4th, 12:30 pm ET/ 9:30 am PT

This webinar describes why the collection of background history is important for both diagnostic and intervention purposes. 

ASHA: 0.05

Intermediate, Live

CA SLPAHB: 0.5 Live 

CMH: 0.5 Live

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. Explain why a thorough background history documentation can lead to important diagnostic discoveries relevant for assessment and treatment purposes
  2. List components of a thorough and complete background history report

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— Tatyana receives a speaking honorarium from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial

5 mins – Disclosures, Introduction

20 mins – Methodology/Rationale/Recommendations

5 mins – Q&A

Behavior Management of School Aged Children
Tatyana Elleseff, MS, CCC-SLP

Power Up Conference, Day 1 March 4th, 1pm ET/10am PT

This webinar discusses how speech-language pathologists can effectively provide intervention to children with emotional and behavioral disturbances and behavioral difficulties during in-person and remote instructional times. 

ASHA: 0.2 Intermediate, Live

CA SLPAHB: 2.0  Live

CMH: 2.0 Live

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.  List challenging behaviors that commonly manifest in children with genetic, psychiatric, and neurological disorders 
  2. List behavior management strategies from least to most intrusive for students with differing levels of cognitive functioning 
  3. Describe positive, proactive strategies to prevent inappropriate behaviors

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

Nonfinancial— No relevant nonfinancial

5 mins – Disclosures, Introduction

25 mins – Literature Review: previous studies

50 mins – Methodology and Strategies

30 mins – Results and Recommendations

10 mins – Q&A

Sensory Processing Disorder (SPD): Controversial Aspects of Diagnosis and Treatment
Jacqueline Dobres, MS OT R/L, BCBA
moderated by Julian Madison, MS, CCC-SLP

Power Up Conference, Day 1
March 4th, 4pm ET/ 1pm PT

Sensory Processing Disorder is used to describe a multitude of behaviors related to a reaction to some sensory stimuli (i.e., touch, smell, noise, etc.).  However it is not recognized in the DSM-5 which makes it difficult to understand what sensory processing disorder is and how we should define it.  Treatment of sensory integration is widely used but recommendation through research is limited.  There is a vast collection of case studies with limited large scale studies, and therefore is a poor representation when discussing evidence based practice.  We will look at the current evidence base that is available, discuss the need for additional research that focuses on evaluating the data, and how to cautiously apply the current evidence to practice. 

ASHA: 0.2

Intermediate, Live

CA SLPAHB: 2.0 Live 

CMH: 2.0 Live

Jacqueline Dobres, MS OT R/L, BCBA is an experienced behavior analyst with experience in early intervention, private school, public schools, consulting to public schools and in-home settings, with supervision experience of both staff and graduate students, including development and implementation of research based staff
training model. Jacqueline Dobres specializes in conducting preference assessments, functional analyses, behavior
plans, educational programs, data collection systems, motivation systems and data analysis.
Jacqueline Dobres is currently a behavior analyst at the Piscataway Public School District.

    1. discuss sensory processing disorder as a theoretical and clinical diagnosis.
    1. evaluate research related to sensory processing disorder according to acceptable levels of evidence and discuss clinical applications
    1. analyze data related to sensory integration activities that also compare  to other clinical dimensions (i.e. attention, escape from work).

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— Jacqueline Dobres receives a speaking honorarium from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial

5 mins – Disclosures, Introduction

50 mins – Literature Review and Methodology

55 mins – Results and Recommendations

10 mins – Q&A

Central Auditory Processing Disorder Controversy
Andrew J. Vermiglio, AuD, FAAA, CCC-A
moderated by Julian Madison, MS, CCC-SLP

Power Up Conference, Day 1
March 4th, 6pm ET/ 3pm PT

This course will present an overview of assessment and management of central auditory processing disorders  in children. Interdisciplinary aspects of working with school-age children was highlighted.

ASHA: 0.2

Intermediate, Live

CA SLPAHB: 2.0 Live 

CMH: 2.0 Live

Dr. Vermiglio’s research is in the area of speech recognition in noise. He taught audiology courses at California State University, Northridge for four years.

Prior to entering academia Dr. Vermiglio worked as a Senior Research Associate at the House Ear Institute (HEI) in Los Angeles. At HEI he worked in the Department of Human Communication Sciences and Devices under the direction of Dr. Sigfrid Soli and in the Department of Auditory Electrophysiology under the direction of Dr. Manny Don.

Dr. Vermiglio is one of the developers of the Hearing in Noise Test (HINT) and the Source Azimuth Identification in Noise Test (SAINT). He has also worked as a clinical audiologist for the Veterans Administration Medical Center in Long Beach, California and at the House Ear Clinic, in Los Angeles, California.

    1. discuss central auditory processing disorder as a theoretical and clinical diagnosis.
    1. evaluate research related to central auditory processing processing disorder according to acceptable levels of evidence and discuss clinical applications
    1. analyze data related to central auditory processing assessments and generate appropriate treatment recommendations

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— Dr. Andrew J. Vermiglio received a speaking honorarium from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial

5 mins – Disclosures, Introduction

25 mins – Review of popular therapeutic approaches

50 mins – Methodology

30 mins – Results and Recommendations

10 mins – Q&A

Legally Defensibe IEPs series: Becoming a Highly Credible Expert
Lenore Boyarin, Esq.
moderated by Tatyana Elleseff, MA CCC SLP

Power Up Conference, Day 2
March 5th, 1 pm ET/ 10 am PT

In our time together, I hope to bring insight into the process of
evaluation, such that we arrive at solid, evidence-based
recommendations for the child before you. We will explore,
what do you know? What do you need to know? Did you
answer your own questions effectively? The information about
the child, contained in records review or the parent interview,
are invaluable. The red flags raised should lead to the
assessments utilized, will there be observations, and if so, how
many and in which environments? And finally, the structure of
report writing. By exploring different suspected disabilities, we
will create the basis for an approach which should make you highly credible when you report your findings and
recommendations.

ASHA: 0.2

Intermediate, Live

CA SLPAHB: 2.0 Live 

CMH: 2.0 Live

As a lawyer and a former certified speech pathologist, Lenore Boyarin is uniquely qualified to advocate on behalf of her clients in forums ranging from the Office of Administrative Law to the federal courts.

Ms. Boyarin passionately advocates for the needs of special education students throughout the state, enforcing their rights under both state and federal law.

As part of this advocacy, she is a member of the Child and Adolescent Committee of the Brain

Injury Alliance of New Jersey, which created an award-winning program called “Brain Injury Basics,” and is working with the New Jersey Y Camp, Round Lake Committee, which plans for sleepaway camp for special needs students.

Ms. Boyarin is admitted to the bar in New Jersey. She earned a Master of Science Degree in Speech Pathology and Audiology at Ithaca College and a Bachelor of Science Degree, cum laude, in Education and Speech Pathology at Brooklyn College. She holds her Juris Doctor Degree, cum laude, from New York Law School. She is Of Counsel to Sussan Greenwald & Wesler, and has been repeatedly named in New Jersey Magazine, Best Lawyer’s for Family-Special Education Law.

  1. explain characteristics and report components of a credible expert.
    2. define and explain components of a forensic report.
    3. identify credibility pitfalls.

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— Will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

5 mins – Disclosures, Introduction

25 mins – Review of popular therapeutic approaches

50 mins – Methodology

30 mins – Results and Recommendations

10 mins – Q&A

Determining Adverse Educational Impact
Adriana Lavi, PhD, CCC-SLP
Charlotte Granitto, MS, CCC-SLP

March 5th, 3pm ET/ 12pm PT

This presentation reviewed strategies of determining the impact of speech and language disorders on educational progress and social interactions. This session reviewed current literature and examined real-world challenges faced by individuals with speech and language disorders. This session reviewed rating scales that analyze real-life authentic observations of teachers, parents, and clinicians that use a contextualized, whole language approach to evaluate the impact and the outcome of a speech and/or language impairment on academic success and social interactions. 

ASHA: 0.1

Intermediate, Live

CA SLPAHB: 1.0 Live 

CMH: 1.0 Live

Charlotte Granitto, MS, CCC-SLP is a licensed speech-language pathologist and technical publications writer. Charlotte’s primary research interest is in the area of social language development. She works as part of the Lavi Institute team and focuses on the research and development of video-based assessments and treatments for individuals with speech and language disorders. Charlotte also has experience working in a clinic, hospital, and school setting as a rehabilitation therapist and speech-language pathologist. She earned a Bachelor of Art’s degree in psychology with a focus in research from Wilfrid Laurier University and earned a Master’s degree in Education specializing in speech-language pathology from the State University of New York at Buffalo State.

  1. Identify and explain the need for speech and language evaluations to include multiple observations across various environments and situations.
  2. Explain the valuable information that clinicians, parents, and teachers can provide regarding a student’s speech sound production, understanding of spoken language, oral language, language integration, literacy, and social language abilities.
  3. Explain how the IMPACT Rating Scales can be used to understand the impact a speech and language disorder may have on a child’s academic success.

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— Will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

5 mins – Disclosures, Introduction

25 mins – Methodology

20 mins – Results and Recommendations

10 mins – Q&A

Test Selection for Comprehensive Assessments
Tatyana Elleseff, MS, CCC-SLP

Power Up Conference, Day 2
March 5th, 4pm ET/ 1 pm PT

This webinar discusses the importance of selecting targeted test instruments for the purpose of language and literacy disorder identification 

ASHA: 0.1

Intermediate, Live

CA SLPAHB: 1.0 Live 

CMH: 1.0 Live

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. Identify the most psychometrically sensitive assessment instruments for students 6-18 years of age
  2. Describe the importance of clinical language and literacy assessment procedures that can be used to supplement formal testing in order to ensure diagnostic accuracy
  3. Identify Components of a Psychometrically Solid Test

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— Will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

  • 5 mins – Disclosures, Introduction

    25 mins – Rationale and case studies

    25 mins – Results and Recommendations

    5 mins – Q&A

What Speech Pathologists Need to Know About Common Psychotropic Medications
Nancy J. Baehr, M.D.
moderated by Julian Madison, MS, CCC-SLP

Power Up Conference, Day 2
March 5th, 5pm ET/ 2pm PT

This session is aimed at educating speech language pathologists about  psychotropic medications for children and adolescents with psychiatric impairments.

ASHA: 0.15

Intermediate, Live

CA SLPAHB: 1.5 Live 

CMH: 1.5 Live

Dr. Nancy Baehr is currently an Associate Professor of Psychiatry in the Psychiatry Department, Child and Adolescent Division at the University of Rochester, Rochester, New York. She currently works several days of the week in the outpatient ambulatory clinic with children ages 3 to 21 years of age. She also is working in integrated care in the outpatient Pediatric Clinic at Strong Memorial Hospital providing direct clinical care as well as consultation to primary care providers in the clinic in person and through electronic medical record consults. She also consults monthly to a therapeutic school in the Rochester area, providing psychiatric consultation to students in need at the school. These consultations involve school staff, parents or guardians and classroom observation and interview with the students when able. She also is involved in teaching Child and Adolescent Psychiatry fellows, pediatric residents and medical students. Prior to coming to Rochester 5 years ago, Dr. Baehr worked in the Child and Adolescent Psychiatry Department at Rutgers University, Robert Wood Johnson Medical School for nearly 20 years. There she had experience on the child and adolescent inpatient service, partial hospital program and intensive outpatient program, was Unit Chief for child and adolescent day treatment programs, provided consultation to schools, detention center, and participated in the education of child and adolescent fellows as well as medical students.

  1. Identify pediatric psychiatric diagnoses which may require medication
  2. Name various classes of psychotropic medications, provide examples of medications in each class and explain how psychotropic medications affect symptoms of children with psychiatric impairments
  3. List potential side effects of various psychotropic medication
  4. Summarize evidence for treatment efficacy of psychotropic medication in children  

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— Will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

5 mins – Disclosures, Introduction

45 mins – review of pediatric psychiatric conditions which may require psychotropic medication; review various classes of psychotropic medications, provide examples of medications in each class and explain how psychotropic medications affect symptoms of children with psychiatric impairments

30 mins – list potential side effects of various psychotropic medication

30 mins – explore evidence for treatment efficacy of psychotropic medication in children  

10 mins – Q&A

 

How to Deal with Challenging Personalities through Emotional Competency
Victoria Simeone, MSW, LSW
moderated by Julian Madison, MS, CCC-SLP

March 5th, 6:30pm ET/ 3:30pm PT

This course will provide strategies for developing skills in conflict resolution and for building productive professional relationships in the workplace and with clients. Emphasis will be placed on avenues for reflection, use of tools to recognize and address conflict. This virtual lecture will provide the participants with strategies on how to deal with challenging personalities in both clients and in the workplace, by first, learning more about themselves. Beginning with the art of emotional competency, participants will learn about different personality types, conflict resolution styles and where they may fall in each category. Participants will then acquire skill sets to help manage emotions in themselves and how to more effectively connect with those they are working with. To conclude, recommendations will be given on how to better prepare for entering difficult situations with challenging personalities. Throughout the presentation, implications and applications of these ideas when working with parents, supervisors, and supervisees will be discussed. After this presentation, speech pathologists will able to increase their competency in dealing with challenges when working with families that are affected with learning and speech disabilities, and will able to work more effectively on multidisciplinary teams and in supervisory dynamics.

ASHA: 0.2

Intermediate, Live

CA SLPAHB: 2.0 Live 

CMH: 2.0 Live

Victoria H. Simeone, MSW, LSW  is a licensed child mental health social worker specializing in trauma and behavioral disorders. She is a mental health clinician at the Rutgers Day School, Adolescent and Child Partial Hospitalization Program/University Behavioral Health Care, serving children ages 4-13 with a primary focus on treatment of trauma based disorders, mood disorders, anxiety disorders, behavioral management and social skills training, as well as providing behavioral assessment and treatment, ongoing individual play or verbal psychotherapy, family psychotherapy, in addition to collaboration on educational needs and medication management.

  1. List different leadership and personality types and how each behave and may interact with one another.
  2. Describe skills to deal with conflict, manage emotional reactions, and engage in empathic listening.
  3. Gain practical tips when entering situations with challenging personalities.
  4.  

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— Victoria Simeone will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

5 mins – Disclosures, Introduction

30 mins – Literature Review: previous studies pertaining to emotional awareness, personality assessments, applications of conflict resolution in the work place, and internal emotional management

50 mins – Methodology and Strategies to address skills in communication in relation to DISC personality types, methods of conflict resolution, anger management, cognitive management, empathy, and active listening

25 mins – Results and Recommendations included dissemination of assessment tools regarding covered topics, applications for meetings, and interactions with parents.

10 mins – Q&A

Neuropsychological or Language/Literacy Assessment: Which One is Right for the Student?
Tatyana Elleseff, MS, CCC-SLP

Pre-Recorded, available on March 10th

This session reviewed the purpose of and differences between neuropsychological and comprehensive language and literacy assessments. This presentation discussed common neuropsychological and language/literacy assessment batteries, as well as listed the components of each type of assessment, and described the importance of error analysis as well as the formulation of goals and objectives for remediation purposes. 

ASHA: 0.15

Intermediate, self-study

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. List the purpose for each type of assessment
  2. Compare common neuropsychological vs. language/literacy assessment batteries.
  3. Discuss assessment components relevant to intervention provision 
  4.  

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— Will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

  • 5 mins – Disclosures, Introduction

    15 mins – Literature Review: previous studies

    30 mins – Methodology and Strategies

    30 mins – Results and Recommendations

    5 mins – Q&A

Measurement and Interpretation of Standardized Reading Assessments for Professionals and Parents
Tatyana Elleseff, MS, CCC-SLP

Pre-Recorded, available on March 10th

This webinar provides an overview of popular reading tests and discusses their strengths and limitations with respect to their psychometric properties, testing components, as well as subtest interpretation

ASHA: 0.2

Intermediate, self-study

CA SLPAHB: 2.0 self-study

CMH: 2.0 self-study

Victoria H. Simeone, MSW, LSW  is a licensed child mental health social worker specializing in trauma and behavioral disorders. She is a mental health clinician at the Rutgers Day School, Adolescent and Child Partial Hospitalization Program/University Behavioral Health Care, serving children ages 4-13 with a primary focus on treatment of trauma based disorders, mood disorders, anxiety disorders, behavioral management and social skills training, as well as providing behavioral assessment and treatment, ongoing individual play or verbal psychotherapy, family psychotherapy, in addition to collaboration on educational needs and medication management.

  1. List popular standardized reading tests 
  2. Discuss discriminant accuracy of select standardized reading tests 
  3. Describe testing components of select, popularly used, standardized tests of reading 4. Explain how to interpret standardized testing results in order to understand the client’s profile of reading strengths and limitations

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— Victoria Simeone will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

TBA

How Language Affects Reading: What Parents and Professionals Need to Know
Tatyana Elleseff, MS, CCC-SLP

Pre-Recorded, available on March 10th

This webinar reviews the role of language in the acquisition of reading and explains why children with reading difficulties must be assessed for language deficits. It explains how undetected language deficits can adversely hamper reading interventions causing the students to plateau in their literacy gains. Finally, it offers suggestions regarding which assessments should be considered by parents and professionals for students who exhibit persistent reading difficulties.

ASHA: 0.15

Intermediate, self-study

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. Discuss the role of language in the development of literacy.
  2. Identify risk factors associated with language and literacy disorders 
  3. Describe the value of language assessments for children with confirmed/suspected reading disorders.
  4. Identify the most sensitive standardized language and literacy assessment instruments for students 6-18 years of age

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— Will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

  • 5 mins – Disclosures, Introduction

    15 mins – Literature Review: previous studies

    30 mins – Methodology and Strategies

    30 mins – Results and Recommendations

    5 mins – Q&A

Our Guarantee. Lavi Institute seeks to maintain and enhance our reputation of providing you with high quality educational services for the speech pathology industry. If you attend one of our seminars or webinars and do not receive the educational and professional benefits described in our literature, or have some other professional complaint, please let us know in writing within seven days of attending our seminars/webinars. We value complaints as they assist us to improve our products, services and customer service. Lavi Institute is committed to being responsive to the needs and concerns of our customers or potential customers and to resolving your complaint as quickly as possible. You may contact us at www.laviinstitute.com/contact 

Accommodations. Contact Dr. Lavi (909) 724-8564 or adriana@laviinsitute.com  if you require accommodations such as video course transcripts or video captioning.

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