Lavi Institute

August Power Up
SLP Literacy Conference
August 5-6, 2021

Get Powered Up with the Latest EBP Clinical Tools from the Field Leading Experts in Literacy

Power Up Outcomes with Evidence Based Practice Literacy Conference

Days
Hours
Minutes
Seconds

8 Live Courses and 8 Pre-Recorded Literacy Courses

Forging a Pathway Toward “Reading to Learn”

Clinical Assessment of Grade-Level Reading Abilities: Focus on Fluency and Comprehension

Teaching Emergent Readers via the Synthetic Phonics Approach

Central Auditory Processing Dx Controversy

Synthetic Phonics Assessment and Intervention

Spelling Out Spelling Assessment: A Multi-linguistic Approach

Spellbound and Letter Perfect: Strategies for Effective Spelling Instruction and Intervention

High-Leverage Writing Assessment Practices for the Busy Educator

High-Leverage Writing Intervention Practices for the Busy Educator

Neuropsychological or Language/Literacy Assessment: Which One is Right for the Student?

Measurement and Interpretation of Standardized Reading Assessments for Professionals and Parents

How Language Affects Reading: What Parents and Professionals Need to Know

Morphological Use and Awareness: What’s the Difference and How do I Assess Them?

Strategies for Teaching Morphological Awareness to Support Literacy Success

Which Came First: The Sound or the Letter? The Role of Phonological Awareness in Evidence- Based Reading Instruction

Targeted Intervention that Supports Students' Understanding of Challenging Sentence Structures

Rise Above the Norm

Meet top talent in a unique 2-day online SLP conference.

Get 1.5 live ASHA CEUs or 15 professional development hours

Plus 40+ pre-recorded ASHA CEU courses/40+ professional development courses

Become a confident EBP clinician.

Power up your assessment and treatment skills with world class trainings.

Schedule

We know how valuable your time is, so we scheduled the entire event strategically to meet your needs

This was the most high end, productive and clinically useful conference I have ever attended. The presenters, truly, delivered master class trainings that were not only evidence based but also highly practical. This is the best way to learn about EBP and get your CEUs, thank you!
Dana Martinez, MS, CCC-SLP
School Based SLP

MASTER CLASS SPEAKERS

incredible people
Meet top talent in a unique 2-day experience
GAIN EBP CONFIDENCE, get 1.5 LIVE ASHA CEUs

Our speakers

Kenn Apel, PhD, ASHA Fellow, Distinguished Professor Emeritus in the Department of Communication Sciences and Disorders at the University of South Carolina, Columbia

Dr. Ken Apel

August 5th, 11 am- 3 pm ET

Dr. Jaumeiko Coleman

August 6th, 11am ET

Tatyana Elleseff, MA, CCC-SLP

Conference Host; Pre-recorded sessions

Gary Troia, PhD, Associate Professor of Special Education at Michigan State University

Dr. Gary Toia

August 6th, 1:00 pm - 5:30 pm ET

Dr. Victoria Henbest, CCC-SLP

August 5th, 3:30-7:30 PM ET

Angie Neal,
MS, CCC-SLP

pre-recorded

Richard P. Zipoli, Ph.D., CCC-SLP, Associate Professor, Southern Connecticut State University

Dr. Richard P. Zipoli,
CCC-SLP

August 6ht, 5:30-6;30 PM ET

Lauren Thompson
M.A., C.A.S.

pre-recorded

Dr. Adriana Lavi, CCC-SLP

Conference Host, Moderator

MASTER CLASS PRESENTATIONS

Spelling Assessment: A Multi-linguistic Approach
Dr. Apel

August 5th at 11 am PT/8 am ET

This session will present the basis and components for an evidence based approach to assessment of spelling. In this seminar, the metalinguistic skills that support spelling will be discussed and then a demonstration of implementing a metalinguistic assessment approach that incorporates these skills will be presented. 

ASHA: 0.2 ASHA CEUs, Intermediate Level

CA SLPAHB: 2.0 

CMH: 2.0 

Kenn Apel, PhD, is Distinguished Professor Emeritus in the Department of Communication Sciences and Disorders at the University of South Carolina, Columbia. Formerly, he was chair of that department. Dr. Apel has more than 30 years of experience conducting research in the areas of spoken and written language. His recent research focus is on the linguistic factors that contribute to the development of reading and spelling, including morphological awareness and orthographic knowledge. He currently is the principal investigator on a three-year, $1.4M IES-sponsored grant (MATRS: Morphological Assessment for Reading and Spelling) to develop a morphological awareness assessment measure for students in the 1st through 6th grades. Dr. Apel is a Fellow of the American Speech-Language-Hearing Association. He also received the Honors of that Association.

  1. explain the linguistic underpinnings of spelling and its development 
  2. list assessment procedures that pinpoint the linguistic knowledge in need of instruction or intervention to facilitate growth in word-level literacy skills (i.e., spelling and word-level reading)
  3. list components of a spelling assessment 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— Dr. Apel will receive a speaking fee from the Lavi Institute/Power Up Conference. He currently is the principal investigator on a three-year, $1.4M IES-sponsored grant (MATRS: Morphological Assessment for Reading and Spelling) to develop a morphological awareness assessment measure for students in the 1st through 6th grades. 

Nonfinancial— No relevant nonfinancial relationship exists.

5 mins – Disclosures, Introduction

25 mins – Objectives:

  1. explain the linguistic underpinnings of spelling and its development 
  2. list assessment procedures that pinpoint the linguistic knowledge in need of instruction or intervention to facilitate growth in word-level literacy skills (i.e., spelling and word-level reading)
  3. list components of a spelling assessment report.

50 mins – Methodology: assessment requirements per IDEA, written report requirements per Educational Code, assessment procedures, components of spelling assessment 

30 mins – Recommendations: use of validity statements, importance of informal observations, considerations for special populations, adverse impact on education

10 mins – Q&A

Strategies for Effective Spelling Instruction and Intervention
Dr. Apel

August 5th at 1 pm ET/ 3 pm PT

This session will present the basis and components for an evidence based approach to spelling intervention. In this seminar, the metalinguistic skills that support spelling will be discussed and then a demonstration of implementing a metalinguistic intervention approach that incorporates these skills will be presented. 

ASHA: 0.2 ASHA CEUs, Intermediate Level

CA SLPAHB: 2.0 

CMH: 2.0 

Kenn Apel, PhD, is Distinguished Professor Emeritus in the Department of Communication Sciences and Disorders at the University of South Carolina, Columbia. Formerly, he was chair of that department. Dr. Apel has more than 30 years of experience conducting research in the areas of spoken and written language. His recent research focus is on the linguistic factors that contribute to the development of reading and spelling, including morphological awareness and orthographic knowledge. He currently is the principal investigator on a three-year, $1.4M IES-sponsored grant (MATRS: Morphological Assessment for Reading and Spelling) to develop a morphological awareness assessment measure for students in the 1st through 6th grades. Dr. Apel is a Fellow of the American Speech-Language-Hearing Association. He also received the Honors of that Association.

  1. explain the linguistic underpinnings of spelling and its development 
  2. list intervention procedures and activities that address the linguistic knowledge in need of instruction or intervention to facilitate growth in word-level literacy skills (i.e., spelling and word-level reading)
  3. Develop a cluster of word-study instruction and intervention strategies that contribute to students’ language and literacy skills.

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. Apel will receive a speaking fee from the Lavi Institute/Power Up Conference. He currently is the principal investigator on a three-year, $1.4M IES-sponsored grant (MATRS: Morphological Assessment for Reading and Spelling) to develop a morphological awareness assessment measure for students in the 1st through 6th grades. 

Nonfinancial— No relevant nonfinancial relationship exists.

5 mins – Disclosures, Introduction

25 mins – Objectives:

  1. explain the linguistic underpinnings of spelling and its development 
  2. list intervention procedures and activities that address the linguistic knowledge in need of instruction or intervention to facilitate growth in word-level literacy skills (i.e., spelling and word-level reading)
  3. Develop a cluster of word-study instruction and intervention strategies that contribute to students’ language and literacy skills.
  4.  

50 mins – Methodology: evidence based procedures and activities for spelling intervention  

30 mins – Recommendations:  importance of informal observations, considerations for special populations, adverse impact on education

10 mins – Q&A

Morphological Use and Awareness: What’s the Difference and How do I Assess Them?
Dr. Henbest

August 5th, 3:30pm ET/ 12:30pm PT

This course will address the difference between morphological use and morphological awareness.  The various components of morphological awareness and the relation of morphological awareness to children’s literacy success will be highlighted.  Strategies and tasks for assessing the components of morphological awareness including key clinical considerations will be presented.

ASHA: 0.2 ASHA CEUs, Intermediate Level

CA SLPAHB: 2.0 

CMH: 2.0 

Victoria S. Henbest is an ASHA certified Speech-Language Pathologist and Assistant Professor in the Speech Pathology and Audiology Department at the University of South Alabama (USA) where she teaches the undergraduate introductory courses on language and speech disorders as well as the graduate-level school-age language and literacy and assistive technology courses.  Dr. Henbest earned her B.S.E in Speech-Language Pathology from the University of Arkansas and M.S. in Speech-Language Pathology from Missouri State University. She earned her Ph.D. in Communication Sciences and Disorders from the University of South Carolina in May 2020. Dr. Henbest has over 10 years of experience working with young children with speech, language, and literacy deficits and since 2016 has published 11 peer-reviewed papers on language and literacy.

  1. The learner will compare and contrast morphological use and morphological awareness.
  2. The learner will name and describe the four components of morphological awareness.
  3. The learner will identify tasks/tests that measure morphological use and morphological awareness.
  4. The learner will describe the relation between morphological awareness performance and literacy achievement.
  5. The learner will plan task(s) for morphological awareness assessment applying key considerations.

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. Henbest will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

5 mins – Disclosures, Introduction

25 mins – Objectives:

  1. compare and contrast morphological use and morphological awareness.
  2. describe the four components of morphological awareness.
  3.  identify tasks/tests that measure morphological use and morphological awareness.
  4. describe the relation between morphological awareness performance and literacy achievement.
  5. plan task(s) for morphological awareness assessment applying key considerations.

50 mins – Methodology: evidence based procedures and activities for assessment of morphology

30 mins – Recommendations:  considerations for special populations, adverse impact on education

10 mins – Q&A

    1.  

Strategies for Teaching Morphological Awareness to Support Literacy Success
Dr. Henbest

August 5th, 5:30pm ET/ 2:30pm PT

This course will review the importance of morphological awareness instruction for supporting the literacy skills of children of a variety of ages. A summary of the research-base on the effectiveness of morphological awareness instruction/intervention will be highlighted. Practical and easily implementable strategies and activities for supporting the morphological awareness skills of children of a variety of age ranges and abilities will be presented.    

ASHA: 0.2 ASHA CEUs, Intermediate Level

CA SLPAHB: 2.0 

CMH: 2.0 

Victoria S. Henbest is an ASHA certified Speech-Language Pathologist and Assistant Professor in the Speech Pathology and Audiology Department at the University of South Alabama (USA) where she teaches the undergraduate introductory courses on language and speech disorders as well as the graduate-level school-age language and literacy and assistive technology courses.  Dr. Henbest earned her B.S.E in Speech-Language Pathology from the University of Arkansas and M.S. in Speech-Language Pathology from Missouri State University. She earned her Ph.D. in Communication Sciences and Disorders from the University of South Carolina in May 2020. Dr. Henbest has over 10 years of experience working with young children with speech, language, and literacy deficits and since 2016 has published 11 peer-reviewed papers on language and literacy.

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. Henbest will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

5 mins – Disclosures, Introduction

25 mins – Objectives:

  1. summarize the evidence-base for morphological awareness instruction and intervention.
  2. name the key instructional components of morphological awareness instruction and intervention.
  3. create activities/tasks that teach morphological awareness.

50 mins – Methodology: evidence based procedures and activities for morphological awareness

30 mins – Recommendations:  considerations for special populations, adverse impact on education

10 mins – Q&A

    1.  
  1. The learner will summarize the evidence-base for morphological awareness instruction and intervention.
  2. The learner will name the key instructional components of morphological awareness instruction and intervention.
  3. The learner will create activities/tasks that teach morphological awareness.

 

Clinical Assessment of Grade-Level Reading Abilities: Focus on Fluency and Comprehension
Tatyana Elleseff, MS, CCC-SLP

pre-recorded

This webinar describes how to perform clinical assessments of grade-level reading fluency and reading comprehension of elementary-aged and adolescent students. It provides information regarding how professionals can conduct a thorough analysis of the student’s reading rate, accuracy, and prosody. It also reviews in detail appropriate text selection for reading fluency and comprehension purposes as well as discusses the type of questions professionals can create based on text content in order to perform a deep assessment of reading comprehension abilities. 

ASHA: 0.15 ASHA CEUs, Intermediate Level

CA SLPAHB: 1.5 

CMH: 1.5 

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. 

At the end of this webinar learners will be able to:

1.Conduct thorough grade-level assessments of reading fluency and comprehension of elementary-aged and adolescent aged students

2.Appropriately select text complexity based on the students’ grades  

3.Calculate reading fluency rates based on the latest reading fluency data (Hasbrouck and Tindal, 2017 ORF Measures)

4.Analyze reading fluency error types for intervention purposes

5.Determine the students’ reading comprehension error types for intervention purposes 

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 Elleseff will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

5 mins – Disclosures, Introduction

25 mins – Objectives:

1.Conduct thorough grade-level assessments of reading fluency and comprehension of elementary-aged and adolescent aged students

2.Appropriately select text complexity based on the students’ grades  

3.Calculate reading fluency rates based on the latest reading fluency data (Hasbrouck and Tindal, 2017 ORF Measures)

4.Analyze reading fluency error types for intervention purposes

5.Determine the students’ reading comprehension error types for intervention purposes 

20 mins – Methodology: evidence based procedures for the assessment of fluency and comprehension

30 mins – Recommendations:  considerations for special populations, adverse impact on education

10 mins – Q&A

  1.  

Forging a Pathway Toward “Reading to Learn”
Dr. Coleman

August 6th at 11 am ET/ 8 am PT

Strong reading comprehension skills are critical to achieving the status of “reading to learn,” which is a pivotal point in reading skill development noted in older elementary age students. The pathway to robust reading comprehension skills includes developing a sound foundation in spoken language skills, most notably listening comprehension, and accompanying higher order thinking skills, like inference generation and comprehension monitoring. Using evidence based methodology, this session will highlight underpinnings of reading comprehension as well as considerations for reading comprehension assessment and intervention.

ASHA: 0.2 ASHA CEUs, Intermediate Level

CA SLPAHB: 2.0 

CMH: 2.0 

Dr. Jaumeiko Coleman is the Director of Clinical Services in the Clinic at the Atlanta Speech School. She is a published author of peer-reviewed journal articles and practice toolsDr. Coleman’s career focus on spoken language and literacy has been infused in all of her previous work positions which include school-based speech-language pathologist, assistant professor, public school administrator, and Director of School Services at the American Speech-Language-Hearing Association. She is a board member of Learning Disabilities Association of Georgia and Learning Disabilities Association of America.

·         Describe reading comprehension relative to the Simple View of Reading

·         Discuss the relationship between listening comprehension and reading comprehension

·         List and define reading comprehension strategies

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. Coleman will receive a speaking fee from the Lavi Institute/Power Up Conference. 

Nonfinancial— Dr. Coleman is a board member of Learning Disabilities Association of Georgia and Learning Disabilities Association of America.

5 mins – Disclosures, Introduction

25 mins – Objectives:

·         Describe reading comprehension relative to the Simple View of Reading

·         Discuss the relationship between listening comprehension and reading comprehension

·         List and define reading comprehension strategies

50 mins – Methodology: evidence based procedures and strategies for reading comprehension

30 mins – Recommendations:  importance of reading comprehension for academic success, considerations for special populations, adverse impact on education

10 mins – Q&A

High-Leverage Writing Assessment Practices for the Busy Educator
Dr. Gary Troia

August 6th, 1 pm ET/ 10 am PT

In this presentation, Dr. Troia reviewed sources of variance in writing that can impact writing assessment outcomes, principles of designing strong writing prompts and rubrics, some unique rubrics to evaluate writing development and performance, and the levels of language assessment framework used to align assessment results with specific areas of instruction and intervention.    

ASHA: 0.2 ASHA CEUs, Intermediate Level

CA SLPAHB: 2.0 

CMH: 2.0 

Gary A. Troia is an associate professor of Special Education at Michigan State University. Prior to receiving his doctorate from the University of Maryland in 2000, he worked 10 years in the public schools as a special educator and speech-language pathologist, and 6 years as a university clinical supervisor. Troia is co-editor of the journal Topics in Language Disorders and serves on the editorial boards of several top special education journals. He is the editor of the book Instruction and Assessment for Struggling Writers: Evidence-Based Practices, and lead co-editor of Putting Writing Research into Practice: Applications for Teacher Professional Development, both published by Guilford Press. With colleagues Froma Roth and Colleen Worthington, he developed a phonological awareness intervention program for young at-risk children called Promoting Awareness of Speech Sounds (PASS), published by Attainment Company. With fellow researchers Lori Skibbe and Ryan Bowles, he has developed an online phonological awareness assessment for young children with complex communication needs called ATLAS-PA. Troia has authored over 50 research papers, book chapters, and white papers and has given numerous presentations about his work in the areas of phonological processing and awareness, writing assessment and instruction, and teacher professional development in literacy. He has been awarded over $5 million in intramural and extramural grants and contracts.

  1. Participants will be able to identify the three main sources of variation in writing assessment outcomes.
  2. Participants will be able to summarize the key characteristics of high quality writing prompts and rubrics.

3. Participants will be able to identify at least one linguistic measure of writing at each level of language and how the measure relates to specific intervention targets.

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. Troia will receive a speaking fee from the Lavi Institute/Power Up Conference. With colleagues Froma Roth and Colleen Worthington, Dr. Troia developed a phonological awareness intervention program for young at-risk children called Promoting Awareness of Speech Sounds (PASS), published by Attainment Company. With fellow researchers Lori Skibbe and Ryan Bowles, he has developed an online phonological awareness assessment for young children with complex communication needs called ATLAS-PA. 

Nonfinancial— Dr. Troia is co-editor of the journal Topics in Language Disorders and serves on the editorial boards of several top special education journals. He is the editor of the book Instruction and Assessment for Struggling Writers: Evidence-Based Practices, and lead co-editor of Putting Writing Research into Practice: Applications for Teacher Professional Development, both published by Guilford Press.

5 mins – Disclosures, Introduction

25 mins – Objectives:

    1. Participants will be able to identify the three main sources of variation in writing assessment outcomes.
    2. Participants will be able to summarize the key characteristics of high quality writing prompts and rubrics.

    3. Participants will be able to identify at least one linguistic measure of writing at each level of language and how the measure relates to specific intervention targets.

50 mins – Methodology: principles of designing strong writing prompts and rubrics; rubrics to evaluate writing development and performance, and the levels of language assessment framework used to align assessment results with specific areas of instruction and intervention.    

30 mins – Recommendations: considerations for special populations, adverse impact on education

10 mins – Q&A

High-Leverage Writing Intervention Practices for the Busy Educator
Dr. Gary Troia

August 6th, 3:30 pm ET/ 12:30 pm PT

In this presentation, Dr. Troia addressed some of the most impactful ways educators can help improve students’ writing, including developing genre knowledge, explicit vocabulary instruction, manipulation of syntax, fostering linguistic awareness to support spelling

ASHA: 0.2 ASHA CEUs, Intermediate Level

CA SLPAHB: 2.0 

CMH: 2.0 

Gary A. Troia is an associate professor of Special Education at Michigan State University. Prior to receiving his doctorate from the University of Maryland in 2000, he worked 10 years in the public schools as a special educator and speech-language pathologist, and 6 years as a university clinical supervisor. Troia is co-editor of the journal Topics in Language Disorders and serves on the editorial boards of several top special education journals. He is the editor of the book Instruction and Assessment for Struggling Writers: Evidence-Based Practices, and lead co-editor of Putting Writing Research into Practice: Applications for Teacher Professional Development, both published by Guilford Press. With colleagues Froma Roth and Colleen Worthington, he developed a phonological awareness intervention program for young at-risk children called Promoting Awareness of Speech Sounds (PASS), published by Attainment Company. With fellow researchers Lori Skibbe and Ryan Bowles, he has developed an online phonological awareness assessment for young children with complex communication needs called ATLAS-PA. Troia has authored over 50 research papers, book chapters, and white papers and has given numerous presentations about his work in the areas of phonological processing and awareness, writing assessment and instruction, and teacher professional development in literacy. He has been awarded over $5 million in intramural and extramural grants and contracts.

  1. Participants will be able to identify at least one instructional procedure for each of the topics covered: genre knowledge, vocabulary, syntax, spelling, and writing.
  2. Participants will complete a word study activity and a semantic features analysis activity to be able to demonstrate understanding of varied vocabulary and spelling instruction tactics.
  3. Participants will be able to summarize instructional foci, key instructional procedures, and appropriate adaptations when implementing intervention for writing.

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. Troia will receive a speaking fee from the Lavi Institute/Power Up Conference. With colleagues Froma Roth and Colleen Worthington, Dr. Troia developed a phonological awareness intervention program for young at-risk children called Promoting Awareness of Speech Sounds (PASS), published by Attainment Company. With fellow researchers Lori Skibbe and Ryan Bowles, he has developed an online phonological awareness assessment for young children with complex communication needs called ATLAS-PA. 

Nonfinancial— Dr. Troia is co-editor of the journal Topics in Language Disorders and serves on the editorial boards of several top special education journals. He is the editor of the book Instruction and Assessment for Struggling Writers: Evidence-Based Practices, and lead co-editor of Putting Writing Research into Practice: Applications for Teacher Professional Development, both published by Guilford Press.

5 mins – Disclosures, Introduction

25 mins – Objectives:

    1. Participants will be able to identify at least one instructional procedure for each of the topics covered: genre knowledge, vocabulary, syntax, spelling, and writing.
    2. Participants will complete a word study activity and a semantic features analysis activity to be able to demonstrate understanding of varied vocabulary and spelling instruction tactics.
    3. Participants will be able to summarize instructional foci, key instructional procedures, and appropriate adaptations when implementing intervention for writing.

50 mins – Methodology: developing genre knowledge, explicit vocabulary instruction, manipulation of syntax, fostering linguistic awareness to support spelling, and writing.

30 mins – Recommendations: considerations for special populations, adverse impact on education

10 mins – Q&A

Targeted Intervention that Supports Students' Understanding of Challenging Sentence Structures
Dr. Zipoli, CCC-SLP

August 6th, 5:30pm ET/ 2:30pm PT

Instruction that targets challenging sentence structures is relatively underemphasized in many reading programs. We will identify four potentially confusing types of sentence structures, examine misleading processing strategies, and introduce intervention procedures that can be used to improve readers’ comprehension of challenging sentences.

ASHA: 0.1 ASHA CEUs, Intermediate Level

CA SLPAHB: 1.0 

CMH: 1.0 

Richard P. Zipoli, Ph.D., CCC-SLP, is an Associate Professor and Clinical Instructor in the Department of Communication Disorders at Southern Connecticut State University. He received a Ph.D. in the Department of Educational Psychology at the University of Connecticut, with a program of study in special education emphasizing learning and reading disabilities. In 2018, Richard was awarded the Connecticut State Universities Board of Regents Systems-Wide Teaching Award. His clinical and research interests include childhood and adolescent language disorders, learning disabilities, and reading difficulties, as well as service delivery in high need schools.

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. Zipoli will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

5 mins – Disclosures, Introduction

25 mins – Objectives:

  1. identify four sentence structures that may be challenging for students with language impairments or language learning disabilities. 

     2) explain three misleading processing strategies that can adversely impact readers’ understanding of challenging sentences. 

     3) describe five instructional procedures that can enhance readers’ comprehension of complicated sentences. 

50 mins – Methodology: evidence based procedures and activities to enhance comprehension of complicated sentences

30 mins – Recommendations:  considerations for special populations, adverse impact on education

10 mins – Q&A

    1.  

1) Participants will be able to identify four sentence structures that may be challenging for students with language impairments or language learning disabilities. 

 2) Participants will be able to explain three misleading processing strategies that can adversely impact readers’ understanding of challenging sentences. 

 3) Participants will be able to describe five instructional procedures that can enhance readers’ comprehension of complicated sentences. 

Teaching Emergent Readers via the Synthetic Phonics Approach
Tatyana Elleseff, MS, CCC-SLP

pre-recorded

This webinar discusses aspects involved in skilled reading for emergent readers. It will
outline emergent reader profiles, describe the limitations of the “sight word approach”, list the terminology of
common phonics terms, discuss instructional practices relevant for readers with intellectual impairments, as well as
explain the importance of systematic phonics for emergent readers. Additional topics will include phonics goal
formation, strategies for blending sounds, the benefits of decodable readers as well as free resources educators can
use in order to implement synthetic phonics approach effectively with emergent readers.

ASHA: 0.15 ASHA CEUs, Intermediate Level

CA SLPAHB: 1.5 

CMH: 1.5 

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. 

At the end of this presentation participants will be able to:

  • Discuss aspects involved in skilled reading
  • Describe emergent reader profiles
  • Outline the limitations of the “sight word approach”
  • List terminology of common phonics terms
  • Identify that even emergent readers with intellectual disability can benefit from phonics instruction
  • Summarize the difference between synthetic and analytic phonics
  • Explain the importance of systematic phonics for emergent readers to read
  • Access phonics goals from the Florida Center for Reading Research
  • Restate strategies of teaching emerging readers to blend sounds
  • State the value of decodable readers
  • Locate links to free decodable readers online

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 Elleseff will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

5 mins – Disclosures, Introduction

25 mins – Objectives:

  • Discuss aspects involved in skilled reading
  • Describe emergent reader profiles
  • Outline the limitations of the “sight word approach”
  • List terminology of common phonics terms
  • Identify that even emergent readers with intellectual disability can benefit from phonics instruction
  • Summarize the difference between synthetic and analytic phonics
  • Explain the importance of systematic phonics for emergent readers to read
  • Access phonics goals from the Florida Center for Reading Research
  • Restate strategies of teaching emerging readers to blend sounds
  • State the value of decodable readers
  • Locate links to free decodable readers online

20 mins – Methodology: evidence based procedures for the assessment of fluency and comprehension

30 mins – Recommendations:  considerations for special populations, adverse impact on education

10 mins – Q&A

  1.  

Auditory Processing Disorder Diagnosis: Science or Pseudoscience?
Tatyana Elleseff, MS, CCC-SLP

Pre-Recorded

This presentation reviews current controversies pertaining to the validity of assessment and treatment of auditory processing disorder (APD). It also discusses how the APD label results in professionals discounting true language and literacy deficits in students who require appropriate language and literacy assessment and targeted language and literacy intervention services.

ASHA: 0.15

Intermediate

CA SLPAHB: 1.5 

CMH: 1.5 

available through the CEU SmartHub  in July, 2021

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 ‘APD’-related symptoms and describe their overlap with other disorders as per APD testing results
  2. Describe the current controversy pertaining to ‘APD’ diagnosis
  3. Discuss how speech-language pathologists can assist students with “processing deficits” with respect to language and literacy assessment and intervention

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 Elleseff will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

5 mins – Disclosures, Introduction

25 mins – Discussion of the purpose for each type of assessment

30 mins: comparative analysis of neuropsychological vs. language/literacy assessment batterie45 mins

25 min: Discussion about  assessment components relevant to intervention provision 

5 mins: Q&A

    1.  

Using Phonics Based Assessment to Develop Targeted Phonics Intervention
Lauren Thompson

pre-recorded

Learn to use accessible, low-cost phonics assessments to analyze students’ strengths and
challenges, and to plan targeted phonics intervention. This presentation will demonstrate how
to use two freely-available, informal, criterion-based phonics surveys to measure how secure
students are in their knowledge of discrete phonics skills, and how to design structured,
systematic intervention based on assessment data. Topics will include analyzing assessment
results to discover gaps in students’ phoneme-level proficiency and phonics skills; using a
phonics scope-and-sequence to plan instruction; referencing state standards for ELA
foundational skills as part of setting goals for phonics instruction; appropriately incorporating
controlled-decodable texts fit into phonics instruction.

ASHA: 0.2 ASHA CEUs, Intermediate Level

CA SLPAHB: 2.0 

CMH: 2.0 

Lauren Thompson, M.A., C.A.S. is certified as a Structured Literacy Interventionist by the
Center for Effective Reading Instruction. She is also certified in the Wilson Reading System, and
a graduate of the Certificate of Advanced Study in Language and Literacy program at the
Institute of Health Professions at Massachusetts General Hospital. She has worked as a private
dyslexia and literacy tutor for more than 8 years, assisting more than 100 students in Brooklyn,
NY, to become stronger readers and writers. Memories of her brother’s unmet learning needs
inspired her to help other children avoid similar traumas. Prior to embarking on a career as a
literacy instructor, she was (and still is) a best-selling children’s book author, and worked as a
children’s trade book editor for 18 years. Her entire adult life has been devoted to bringing the
world of literacy to all children. (Identifiers: she/her pronouns, White European ancestry).

• Access two criterion-based free or low-cost foundational reading skills assessments for
Grades K to 5 and up

• Analyze foundational skills assessment data to clarify students’ areas of skills security
and insecurity

• Design a targeted, hierarchical plan of phonics intervention in response to assessment
data

• Align common phonics scope-and-sequence frameworks with CCSS Foundational
Reading Skills grade expectations

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— Lauren Thompson will receive a speaking fee from the Lavi Institute/Power Up Conference. 

Nonfinancial— No relevant nonfinancial relationships

5 mins – Disclosures, Introduction

25 mins – Objectives:

• Access two criterion-based free or low-cost foundational reading skills assessments for
Grades K to 5 and up

• Analyze foundational skills assessment data to clarify students’ areas of skills security
and insecurity

• Design a targeted, hierarchical plan of phonics intervention in response to assessment
data

• Align common phonics scope-and-sequence frameworks with CCSS Foundational
Reading Skills grade expectations

50 mins – Methodology: evidence based procedures and strategies for targeted phonics intervention

30 mins – Recommendations:  considerations for special populations, adverse impact on education

10 mins – Q&A

Which Came First: The Sound or the Letter? The Role of Phonological Awareness in Evidence- Based Reading Instruction
Angie Neal, MS, CCC-SLP

pre-recorded

Which Came First: The Sound or the Letter? While it seems like the answer should be obvious, reading instruction may not always reflect this knowledge. Without an understanding that written language is meant to represent speech, children often struggle to learn to read. In fact, because of advances in science and the ability to study the brain while it is reading there is a clear understanding that we use what we’ve already developed through speech to form the networks necessary for reading. As Mark Seidenberg so eloquently states in his book Language at the Speed of Sight, “we may read with our eyes, the starting point for reading is speech (Seidenberg, 2017)”.  Therefore, reading instruction should begin well before the first letter is introduced by ensuring appropriate development and instruction in the sounds of language also known as phonological awareness. This two hour presentation will share information regarding the evidence-base for phonological awareness and the laws that require systematic and explicit instruction in phonological awareness, discuss strategies for instruction, explore assessment of phonological awareness, explain the direct connection between phonological awareness and reading instruction as well as explain why children with speech sound disorders are especially at risk.

ASHA: 0.2 ASHA CEUs, Intermediate Level

CA SLPAHB: 2.0 

CMH: 2.0 

Angie Neal is an Education Associate for Early Language and Literacy at the South Carolina State Department of Education. She is also an adjunct professor for the University of South Carolina, a Board Member for the South Carolina Branch of the International Dyslexia Association and has presented across the United States using her animated presentation style to share how spoken language has a direct connection to literacy along with practical strategies that can be quickly and easily implemented in the classroom.   

At the end of this presentation participants will be able to:

  • Describe and define the relationship between phonology, phonological awareness, phonemic awareness, phonics, and the alphabetic principle
  • Explain the role of phonological awareness in reading instruction
  • List a minimum of 10-15 activities or strategies for teaching phonological awareness

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— Angie Neal will receive a speaking fee from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial relationship exists.

5 mins – Disclosures, Introduction

25 mins – Objectives:

  • Describe and define the relationship between phonology, phonological awareness, phonemic awareness, phonics, and the alphabetic principle
  • Explain the role of phonological awareness in reading instruction
  • List a minimum of 10-15 activities or strategies for teaching phonological awareness

50 mins – Methodology: evidence based procedures for teaching phonological awareness

30 mins – Recommendations:  considerations for special populations, adverse impact on education

10 mins – Q&A

  1.  

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

Pre-Recorded

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

Pre-Recorded

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

Pre-Recorded

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

Pre-Recorded

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 it 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

Pre-Recorded

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

Pre-Recorded

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

Pre-Recorded

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

Pre-Recorded

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

Pre-Recorded

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

Pre-Recorded

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

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

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

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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