Preschool Language and Literacy: Service Delivery INTRODUCTION
Preschool Language and Literacy: Service Delivery INTRODUCTION This course includes two recorded sessions from the 2016 online conference “Collaboration for Preschool Language and Literacy.” These sessions focus on service delivery models and options, including discussion of pros, cons, tools for implementation, and working on a collaborative team. The conference included a total of 18 sessions, with the broad goal of enhancing and improving SLPs’ clinical and professional practice so they can provide effective language and literacy support to an increasingly diverse group of preschool-age children. LEARNING OUTCOMES You will be able to: select the service delivery options and models that best meet a particular child's needs explain how different service delivery models help to serve students in the Least Restrictive Environment state three ways to build collaborative partnerships within telepractice list three techniques to engage preschoolers in telepractice
CONTENTS
Preschool Service Delivery Models, by Perry Flynn Supporting Preschoolers' Literacy Skills Using Authentic Materials and Routines in Speech Telepractice, by Nathan Curtis
PROGRAM HISTORY and IMPORTANT INFORMATION Sessions from Collaboration for Preschool Language and Literacy online conference Online conference dates: February 17–29, 2016; October 19–31, 2016 Peer reviewed: February 6, 2017 End date: February 6, 2020 To earn continuing education credit, you must complete the learning assessment on or before February 6, 2020. To see if this program has been renewed after this date, please search by title in ASHA’s online store at www.asha.org/shop.
ASHA Self-Study 16415
Preschool Language and Literacy: Service Delivery
This course is offered for 0.25 ASHA CEUs (Intermediate level, Professional area).
STATEMENT ON EVIDENCE-BASED PRACTICE It is the position of the American Speech-Language-Hearing Association that audiologists and speech-language pathologists incorporate the principles of evidencebased practice in clinical decision making to provide high-quality clinical care. The term evidence-based practice refers to an approach in which current, high-quality research evidence is integrated with practitioner expertise and client preferences and values into the process of making clinical decisions. Participants are encouraged to actively seek and critically evaluate the evidence basis for clinical procedures presented in this and other educational programs. Adopted by the Scientific and Professional Education Board, April 2006
ASHA Self-Study 16415
CONTENTS
Preschool Service Delivery Models, by Perry Flynn Supporting Preschoolers' Literacy Skills Using Authentic Materials and Routines in Speech Telepractice, by Nathan Curtis
PROGRAM HISTORY and IMPORTANT INFORMATION Sessions from Collaboration for Preschool Language and Literacy online conference Online conference dates: February 17–29, 2016; October 19–31, 2016 Peer reviewed: February 6, 2017 End date: February 6, 2020 To earn continuing education credit, you must complete the learning assessment on or before February 6, 2020. To see if this program has been renewed after this date, please search by title in ASHA’s online store at www.asha.org/shop.
ASHA Self-Study 16415
Preschool Language and Literacy: Service Delivery
This course is offered for 0.25 ASHA CEUs (Intermediate level, Professional area).
STATEMENT ON EVIDENCE-BASED PRACTICE It is the position of the American Speech-Language-Hearing Association that audiologists and speech-language pathologists incorporate the principles of evidencebased practice in clinical decision making to provide high-quality clinical care. The term evidence-based practice refers to an approach in which current, high-quality research evidence is integrated with practitioner expertise and client preferences and values into the process of making clinical decisions. Participants are encouraged to actively seek and critically evaluate the evidence basis for clinical procedures presented in this and other educational programs. Adopted by the Scientific and Professional Education Board, April 2006
ASHA Self-Study 16415
