Lavi Institute

2 – 4  DECEMBER

Power UP
conference

Power Up Outcomes with Evidence Based Practice Conference

 
 
Rise Above the Norm 

Meet top talent in a unique 3-day online SLP conference.

Get 3.0 live ASHA CEUs

Become a confident EBP clinician.

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

CONFERENCE PROGRAM

Clinical Assessment of Narrative Skills

AAC and ASD
Bilingual Assessments

Autism and Sexuality
Social Communication

Ethics
Critical Thinking and EBP

Dynamic Assessment in Telepractice

Childhood Apraxia of Speech

Video Based Stuttering Approach

Pediatric Feeding
Tongue Tie
Adult Dysphagia

MASTER CLASS SPEAKERS

We are thrilled to announce our Keynote Speaker!   ASHA President, Theresa Rodgers, MA, CCC-SLP

incredible people
Meet top talent in a unique 3-day experience
GAIN EBP CONFIDENCE, get 3.0 ceus

Our speakers

Dr. Cate Crowley, CCC-SLP

December 4th, 12pm ET/ 9am PT

Tatyana Elleseff, MA, CCC-SLP

December 2nd, 1pm ET/10am PT

Dr. Patrick Finn, CCC-SLP

December 3rd, 2pm ET/11am PT

Dr. Ianessa Humbert, CCC-SLP

December 2nd, 10am ET/ 7am PT

Dr. Adriana Lavi, CCC-SLP

Pre-recorded, Available December 2nd

Dr. Elizabeth D. Peña, CCC-SLP

December 2nd, 4pm ET/1pm PT

Theresa Rodgers, MA, CCC-SLP

December 2nd, 10am ET/7am PT

Dr. Katherine Sanchez, CCC-SLP

December 2nd, 6pm ET/ 3pm PT December 3rd, 6pm ET/3pm PT

Dr. Ruth Stoeckel, CCC-SLP

December 4th, 2pm ET/11am PT

Dr. Jason Travers

December 2nd, 11am ET/ 8am PT

Dr. Carole Zangari, CCC-SLP

December 3rd, 12pm ET/9am PT

MASTER CLASS PRESENTATIONS

Ethical Decision-Making: A Public Health Emergency and Unprecedented Challenges
Theresa H. Rodgers, MA, CCC-SLP, ASHA Fellow
moderated by Tatyana Elleseff, MS, CCC-SLP

Power Up Conference, Day 1
December 2nd, 10 am ET/7 am PT

Response to the COVID-19 pandemic evolved rapidly with the public health emergency forcing speech-language pathologists to change the very manner in which services are delivered. Regulatory agencies and professional organizations provided needed guidance including information on changes to long-standing professional practice standards precipitated by the pandemic. PPE, billing and reimbursement, informed consent, supervision, telepractice, confidentiality, and IEP compliance are some of the topics which presented dilemmas and potentially ethical challenges for speech-language pathology professionals. This session will highlight information on these topics including scenarios which will be analyzed and deliberated by participants.

ASHA: 0.1

Intermediate, Live

CA SLPAHB: 1.0 Live 

CMH: 1.0 Live

Theresa H. Rodgers is ASHA’s 2020 President and a former government CAO. An SLP and special education consultant with more than thirty years’ experience in public schools, she has served as president of the Council of State Association Presidents and the National Council of State Boards of Examiners (NCSB), ASHA Vice President for Government Relations and Public Policy, and chaired the CFCC, ASHA Board of Ethics, and Louisiana licensure board. Theresa has provided NCSB’s training on ethical resolution for more than a decade, co-presented ASHA’s ethics webinar in 2016, the ethics Master Class at the 2019 ASHA Convention, and has presented on the topic at numerous national and state conventions.

  1. Delineate areas of SLP practice affected by the COVID-19 pandemic.
  2. Discuss variations in standards precipitated by the COVID-19 public health emergency.
  3. Analyze scenarios that depict potential ethical violations and dilemmas.

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— Theresa H. Rodgers receives a speaking honorarium from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial

Introduction and Discussion of Practice Considerations Created by the COVID-19 Pandemic        

20 minutes

Changes in Standards Precipitated by the Public Health Emergency 20 minutes

Ethical Decision-Making Model                                                                  5 minutes

Ethical Scenarios and Analysis by Participants                                      15 minutes

A Framework for Individualized Sexuality Education for Students with Autism and Developmental Disabilities
Dr. Jason C Travers
moderated by Tatyana Elleseff, MS, CCC-SLP

Power Up Conference, Day 1
December 2nd, 11 am ET/8 am PT

This session will cover aspects of design and delivery of an individualized sexuality education program for students with autism and developmental disabilites. An overview of comprehensive sexuality education components will be provided as a foundation for the identification of critical skills that are appropriate for individuals during childhood and adolescence to adulthood. Following formulation of an individual’s sexuality education curriculum, service providers and clinical leaders may initiate a four-step process to teach targeted skills and reduce or replace inappropriate sexual behavior.

ASHA: 0.2

Intermediate, Live

CA SLPAHB: 2.0 Live 

CMH: 2.0 Live

Jason C. Travers, Ph.D, BCBA-D, is an associate professor of special education at Temple University where he coordinates the special education and applied behavior analysis programs. He is a former public school special educator now focused on advancing evidence-based practices for learners with autism, issues and trends in special education, and meta-science in special education research.

  1. Describe 6 key concepts of comprehensive sexuality education and how to use related topics and developmental messages to inform an individualized sexuality education.
  2. Discuss a 4-step process for providing an individualized sexuality education program that includes prevention plans, specialized instruction, and reactive strategies.
  3. Implement evidence-based practices into an individualized sexuality education program.

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. Travers receives a speaking honorarium from the Lavi Institute/Power Up Conference

Nonfinancial— No relevant nonfinancial

5 mins – Disclosures, Introduction

25 mins – Literature Review

50 mins – Methodology

30 mins – Results and Recommendations

10 mins – Q&A

Clinical Assessment of Narrative Skills
Tatyana Elleseff, MS, CCC-SLP

Power Up Conference, Day 1 December 2nd, 1pm ET/10am PT

Early detection of narrative difficulties is important for identification of children at risk for
future social and academic deficits. Narrative assessments can provide a wealth of information regarding children’s speech and language development including but not limited to working memory, word retrieval abilities, syntactic structure, vocabulary knowledge and use, sequencing abilities, perspective taking skills, conversational cohesion and fluidity as well as speech clarity. This session will provide rationale in support of narrative assessments; describe clinical assessment of narrative abilities in preschool and school aged children, provide participants with specific recommendations for evaluating children’s narratives as well as demonstrate to participants how to score various narrative transcripts.

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. Explain the impact of narrative difficulties on language development and academic performance
  2. Discuss stages of narrative development from preschool through adolescence
  3. Describe how to elicit narratives in children of various ages
  4. Identify specific elements of clinical narrative assessment with respect to analysis

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: working memory, word retrieval abilities, syntactic structure, vocabulary knowledge and use, sequencing abilities, perspective taking skills, conversational cohesion and fluidity

50 mins – Methodology: scoring narrative transcripts

30 mins – Results and Recommendations

10 mins – Q&A

Rethinking the Bilingual Delay: Data & Implications for Clinical Decision-Making
Dr. Elizabeth Peña, CCC-SLP
moderated by Dr. Lavi

Power Up Conference, Day 1
December 2nd, 4pm ET/ 1pm PT

In the U.S. one in five children has exposure to another language in their home or community. As such, patterns of language acquisition can be highly variable. An educational challenge in this population how to distinguish between typical and atypical performance in L1 and L2 use. Comparison to of bilingual children’s language to monolinguals may contribute to high rates of misidentification of DLD. On the other hand, assumptions of a “normal” bilingual delay may contribute to documented delays in identification and intervention.

ASHA: 0.2

Intermediate, Live

CA SLPAHB: 2.0 Live 

CMH: 2.0 Live

Elizabeth Peña is Associate Dean of Faculty Development & Diversity and Professor at the University of California, Irvine School of Education. She is a certified Speech-Language Pathologist and is a Fellow of the American Speech Language Hearing Association. Her research focuses differentiating language impairment from language difference in bilingual children. This work examines children’s lexical-semantic, morphosyntactic, and narrative performance across both their language. She is a co-author on the Bilingual English Spanish Assessment (BESA) designed to identify speech and language impairments in children who have exposure to Spanish and English.

 

  1. Discuss whether bilingual children are at elevated risk for developmental language disorder (DLD)
  2. Describe how L1 and L2 performance can be combined to increase diagnostic accuracy for determining DLD in bilinguals; and
  3. Analyze the nature of the “bilingual delay” using a person-based vs. a variable-based approach.

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. Pena 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

Pediatric Feeding—It’s Not Just Small Potatoes
Dr. Katherine Sanchez, CCC-SLP
moderated by Dr. Lavi

Power Up Conference, Day 1 December 2nd, 6pm ET/ 3pm PT

Pediatric feeding is a scary area of practice for many pediatric SLPs. Yet as many as 90% of children with autism spectrum disorder and cerebral palsy may present with clinically significant feeding problems—not to mention children with complex medical histories and other neurodevelopmental disabilities. The world of pediatric feeding is a smorgasbord of different terminology, acronyms, therapeutic approaches and philosophies, and overlapping scopes of practice.

In this presentation, we will review some of the theoretical underpinnings of feeding problems in normal development, and in pediatric feeding disorders, with a particular focus on children aged from six months to six years. We will discuss similarities and differences between popular therapeutic approaches, and address how clinicians can select assessment and therapy tools that are consistent with scientific evidence and likely to be effective for your clients.

ASHA: 0.2

Intermediate, Live

CA SLPAHB: 2.0 Live 

CMH: 2.0 Live

Dr. Katherine Sanchez is an Australian SLP whose clinical and research experience has focused on feeding and communication in children from 0-6 years of age. She has multiple peer-reviewed publications in pediatric and SLP journals, and has been an invited speaker nationally and internationally on topics related to preterm birth, and pediatric feeding. She co-owns a private speech pathology practice, edits and writes for a website that translates research for clinical SLPs, and is a postdoctoral researcher, and regular guest academic.

  1. Use correct current terminology to describe and diagnose issues in pediatric feeding
  2. Discuss the bases of pediatric feeding problems in young children
  3. Identify at least three different therapeutic approaches to address pediatric feeding disorders in young 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

25 mins – Review of popular therapeutic approaches

50 mins – Methodology

30 mins – Results and Recommendations

10 mins – Q&A

Strengthening Our AAC Therapy for Minimally Verbal Students with ASD
Dr. Zangari, CCC-SLP
moderated by Tatyana Elleseff, MS, CCC-SLP

Power Up Conference, Day 2 December 3rd, 12pm ET/ 9am PT

AAC can be a powerful option for students with significant communication challenges due to autism and related disabilities. However, between behavioral issues, difficulties with engagement, and limited time for preparation, SLPs often struggle to develop effective AAC therapy sessions for students with autism who are minimally verbal/nonverbal. This session covers essential ingredients for smooth and efficacious AAC sessions and discusses key intervention strategies. Considerations for how to differentiate AAC supports for learners across a range of communicative abilities will also be reviewed along with suggestions for developing and implementing visual supports. Resources for free and low-cost materials that can help clinicians develop engaging, age-respectful activities will also be shared.

ASHA: 0.2

Intermediate, Live

CA SLPAHB: 2.0 Live 

CMH: 2.0 Live

Dr. Carole Zangari is a professor in the Speech-Language Pathology Department at Nova Southeastern University (NSU) where she teaches master’s and doctoral courses in AAC, coordinates the AAC Lab, supports graduate student clinicians, and guides doctoral students in their AAC research. In addition, Dr. Zangari serves as the Executive Director of the Broward satellite of the University of Miami-Nova Southeastern University Center for Autism and Related Disabilities (UM-NSU CARD). Dr. Zangari was named the 2019 Professor of the Year at the NSU College of Health Care Sciences and is also a Fellow of the American Speech-Language Hearing Association (ASHA). She is a frequent presenter on AAC topics at international and national conferences. Dr. Zangari is the co-editor of Practically Speaking Language, Literacy, and Academic Development for Students with AAC Needs and co-author of TELL ME: AAC in the Preschool Classroom. Her educational website, www.PrAACticalAAC.org, is widely respected and used by professionals, families, and higher education programs around the world.

 

 

  1. Discuss 4 elements of successful AAC sessions
  2. Explain ways to differentiate AAC instruction based on individual needs/abilities
  3. Describe at least 2 key AAC intervention strategies
  4. Explain the role of visual supports and discuss appropriate implementation
  5. Identify resources for AAC materials across grade levels

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. Zangari receives a speaking honorarium from the Lavi Institute/Power Up Conference. Dr. Zangari is co-author of TELL ME: AAC in the Preschool Classroom.

Nonfinancial— No relevant nonfinancial

20 minutes: Essential ingredients for smooth and effective AAC sessions

15 minutes: Considerations for differentiating AAC supports across ability levels

20 minutes: Key intervention strategies

15 minutes: Effective use of visual supports to support AAC learning

20 minutes: Resources for engaging activities and materials

20 minutes: Recommendations

10 minutes: Q&A

Critical Thinking and Evidence-Based Practice
Dr. Finn, CCC-SLP
moderated by Tatyana Elleseff, MS, CCC-SLP

Power Up Conference, Day 2 December 3rd, 2pm ET/ 11am PT

The purpose of this presentation is to provide attendees with a description of the three essential components that comprise critical thinking, an overview of a conceptual framework for understanding these components and how they might complement EBP, and to provide strategies for helping clinicians to understand and engage in critical thinking in the clinic. 

ASHA: 0.2

Intermediate, Live

CA SLPAHB: 2.0 Live 

CMH: 2.0 Live

Patrick Finn is a professor at the University of Georgia. He has published articles on stuttering, science/pseudoscience, and evidence-based practice. His current research, teaching, and advocacy focuses on critical thinking and its application to evidence-based practice. He is chair of the CAPCSD Task Force on Critical Thinking and an Editor-in-Chief for Perspectives of the ASHA Special Interest Groups.

  1. Participants will be able to describe the essential components of critical thinking.
  2. Participants will be able to describe a basic framework for understanding critical thinking as a complement to evidence-based practice.
  3. Participants will be able to describe basic strategies for applying critical thinking in the clinic.

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.

  • TBA

Fascia-nating: Uncovering the Truth about Tongue, Lip, and Cheek Ties
Dr. Katherine Sanchez, CCC-SLP
moderated by Tatyana Elleseff MA CCC SLP

Power Up Conference, Day 2 December 3rd, 6pm ET/ 3pm PT

Research and anecdotes have reflected a dramatic international increase in the number of surgeries to manage tongue, lip, and cheek ties. Feeding and speech outcomes are said to be associated with ties, and so SLPs are an important part of the assessment team who inform management decisions. But what is a tie? What does it have to do with feeding and speech? What do we actually know, and how can we use that information in our practice?

In this presentation, we will review some of the evidence around tongue, lip and cheek ties, their effect on feeding and communication, and the implications of surgical intervention. Participants will develop the skills to critically examine research, practices, and claims related to ties.

ASHA: 0.2

Intermediate, Live

CA SLPAHB: 2.0 Live 

CMH: 2.0 Live

Dr. Katherine Sanchez is an Australian SLP whose clinical and research experience has focused on feeding and communication in children from 0-6 years of age. She has multiple peer-reviewed publications in pediatric and SLP journals, and has been an invited speaker nationally and internationally on topics related to preterm birth, and pediatric feeding. She co-owns a private speech pathology practice, edits and writes for a website that translates research for clinical SLPs, and is a postdoctoral researcher, and regular guest academic.

  1. Define the place of the SLP in the team of professionals involved in assessing and managing possible ties
  2. Discuss the current evidence pertaining to the impact of ties on feeding and communication
  3. Discuss potential risks and benefits related to surgical intervention for ties

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.

  • TBA

Elicitation and Analysis of Language in Disability Evaluations: Meeting the Challenges of Telepractice
Dr. Crowley, CCC-SLP
moderated by Dr. Lavi

Power Up Conference, Day 3 December 4th, 12pm ET/ 9am PT

One important feature of  a quality speech-language disability evaluation is the appropriate elicitation and analysis of language samples. Research has shown that speech-language evaluators generally lack this important skill and instead either do not analyze a language sample or simply rely on conversational speech samples that often fail to stress the linguistic system enough to demonstrate true linguistic strengths or weaknesses. Dr. Crowley’s  School-age Language Assessment Measures (SLAM) materials are widely used nationally and internationally as they elicit quality language samples and Dr. Crowley has developed a protocol on how to measure student performance. Most recently, Dr. Crowley has created approaches for online teletherapy assessments using the SLAM materials that she will share. This presentation is built to develop skills in eliciting and analyzing language samples that can be immediately applied to the clinician’s next speech-language evaluation, whether virtual or in-person. 

ASHA: 0.2

Intermediate, Live

CA SLPAHB: 2.0 Live 

CMH: 2.0 Live

Catherine Crowley, J.D., Ph.D., CCC-SLP is a Professor of Practice in the program of Communication Sciences and Disorders at Teachers College Columbia University where she founded and directs the bilingual/multicultural program focus and the Bilingual Extension Institute. Dr. Crowley’s work focuses on enhancing the quality of services that children and students receive particularly those from minoritized groups including students from lower socio-economic status. She is an experienced attorney with significant experience in developing regulations and policies and regularly consults on assessment issues with federal, state, and local agencies. She has drafted regulations and provided guidance on appropriate disability evaluations for State Education Departments and State Departments of Health for early intervention, and for school districts and State education departments for preschool and school-age disability evaluations. Her website leadersproject.org provides evaluation resources and assessment materials and regularly receives over 15,000 visits a month from well over 100 countries worldwide.  An ASHA Fellow, Dr. Crowley is active at the national level and has won several national awards including ASHA’s awards for “Special contributions to multicultural affairs” and “Significant contributions to international issues”, and “Outstanding contributions to the schools.”

Since 2006 Dr. Crowley has led annual trips to Bolivia, Colombia, Ethiopia and Ghana. Her approach is to develop local capacity and to provide her SLP graduate students  opportunities to acquire high quality clinical skills as global citizens that will transfer to their work with diverse populations in the U.S. 

  1. Attendees will acquire two skills to assess syntax of language samples.
  2. Attendees will identify two ways to elicit language samples in speech-language evaluations.
  3. Attendees will acquire evidence-based practice approaches to analyzing language samples.
  4. Attendees will learn how to use language elicitation materials through telepractice.

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.

TBA

Childhood Apraxia of Speech: Recent Research to Inform Best Practice
Dr. Ruth Stoeckel, CCC-SLP
moderated by Dr. Lavi

Power Up Conference, Day 3 December 4th, 2 pm ET/ 11am PT

There has been an increase in research related to childhood motor speech disorders in recent years. This has resulted in improved tools for assessment and increased understanding of treatment techniques for Childhood Apraxia of Speech (CAS).  Children with CAS present with a range of severity and a variety of co-occurring or comorbid conditions, which necessitates individualizing goals and using clinical decision-making skills to maximize progress for any given child with this disorder.This session will review findings that should be helpful to clinical practice for both assessment and treatment for CAS. 

ASHA: 0.2

Intermediate, Live

CA SLPAHB: 2.0 Live 

CMH: 2.0 Live

Dr. Stoeckel recently retired from Mayo Clinic.  She has worked as a clinician and independent consultant in schools, private practice, private rehabilitation agency, and clinic.  Dr. Stoeckel is on the professional advisory board of the Childhood Apraxia of Speech Association of North America (CASANA). She has been a co-author on several scholarly articles on CAS and has presented both nationally and internationally on the topic.

  • identify assessment tools and observations that support differential diagnosis of CAS and other speech sound disorders
  • demonstrate knowledge of principles of motor learning and how these principles inform decision-making in treatment.
  • describe specific approaches and techniques to treat CAS in children of different ages and/or ability levels.

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.

  • TBA

Stuttering: a Step by Step Video Based Approach
Wendy Aguillar, MS, CCC-SLP

Power Up Conference
Pre-Recorded, available December 2

This session will discuss the effectiveness of addressing the emotional/cognitive aspects of stuttering in school aged children using a video-based therapy approach called Stutter Squad. This comprehensive video-based approach consists of 9 sub-categories designed to explore and address the emotional/cognitive aspects of stuttering and empower children who stutter to be resilient in the face of stuttering.

ASHA: 0.2

Intermediate, Live

CA SLPAHB: 2.0 Live 

CMH: 2.0 Live

Wendy Aguilar, CCC-SLP is a licensed speech-language pathologist and creator of Stutter Squad, a video-based therapy approach to the cognitive/emotional aspects of school aged children who stutter. Wendy is a life-long PWS which drew her to the field of speech-language pathology. She received her under graduate degree at California State University Fullerton where her passion for stuttering awarded her the only student position at The Center for Children Who Stutter. She obtained her Master’s Degree at California State University Northridge and began her career working as a school-based SLP in Moreno Valley, California. Recognizing a huge need in the area of stuttering treatment for school-based speech-language pathology, Wendy partnered with the Lavi Institute to create Stutter Squad, which has been shown to effective in treating the emotional/cognitive aspect of stuttering in children who stutter.

  1. As a result of this presentation, the participant will be able to describe the positive emotional/cognitive effectiveness of creating an environment where a child who stutters learns about stuttering objectively while relating virtually to a real PWS.
  2. As a result of this presentation, the participant will be able to list specific examples of how cognitive distortions and negative self-talk can be applied in stuttering.
  3. As a result of this presentation, the participant will be able to explain the cognitive/emotional benefits of addressing facing fears of stuttering rather than solely focusing on attempting to gain fluency in school aged children who stutter.

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— Wendy Aguilar is the author of the Stutter Squad and receives royalty payments

Nonfinancial— No relevant nonfinancial relationship exists.

  • 10 minutes- Introduction/Purpose
  • 35 minutes- Program Design and Rationale
  • 10 minutes- Goal Setting for IEPs
  • 15 minutes- Program Research Design and Procedures
  • 40 minutes- Results
  • 10 minutes- Q&A

more courses to be posted shortly....

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.

Scroll to Top