CE Credit: 3 Hours (0.3 CEUs)
Target Audience: Psychology Counseling Speech-and-Hearing Social-Work Occupational-Therapy Marriage-and-Family
Learning Level: Intermediate
Course Abstract:
The purpose of this course is to provide foundational information to practitioners who work with older children and adolescents who have emotional and/or behavioral disorders. The high co-occurrence of language difficulties and emotional/behavioral disorders has been addressed in recent literature, but remains an area that is often under-emphasized in treatment and education of such individuals. These students are at-risk for academic failure and possible problems with emotional and social development. In this course, the co-occurrence of language disorders and emotional and/or behavioral disorders will be examined. In order to understand possible relationships of these disorders, a framework for discussion of language will be introduced. Language development will be briefly reviewed with emphasis placed on developments that occur during school-age and adolescent years. Then, information that describes some of the language deficits of children with EBD will be described. Those communication disorders of children and adolescents that may co-occur with emotional or behavior disorders will also be described. Implications for counselors, psychologists, teachers, speech-language pathologists, and other professionals who work with this population will be provided. Developments in federal regulations for education will also be discussed in conjunction with intervention considerations for this population of students. 2008 | 40 pages | 24 posttest questions | Course #30-34 Learning Objectives:
1. Define the basic language parameter terms: syntax, semantics, and pragmatics
2. Classify syntactic, semantic, and pragmatic developments that occur during adolescence
3. Distinguish between various types of language disorders seen in adolescents with EBD
4. List 4 behavioral differences seen in children with SLI
5. Identify 2 possible signs indicating the co-occurrence of LDs and EBD
6. Name 3 federal legislations that impact students in special education
7. List steps that can be taken in the education setting when working with students at-risk for language difficulties
About the Author(s):
Janet Harrison, PhD, CCC-SLP, has been an Associate Professor and Director of Clinical Education in Speech-Language Pathology at Purdue University, an Associate Professor at Marshall University and an Assistant Professor at Valdosta State University. Prior to her university positions she was Administrative Director of Clinical Services, Devereux Hospital & Neurobehavioral Institute of Texas, and developed a clinical program as the director of the Department of Speech-Language Pathology, Devereux Hospital & Children's Center of Florida. Dr. Harrison has worked extensively in both medical and educational settings for intervention with children and adolescents who have language disorders as well as emotional/behavioral disorders. Accreditation Statement:
 This course is offered for .3 ASHA CEUs (Intermediate level, Professional area).
ASHA credit expires 2/14/2011. ASHA CEUs are awarded by the ASHA CE Registry upon receipt of the quarterly completion report from the ASHA Approved CE Provider. Please note that the completion date that appears on ASHA transcripts is the last day of the quarter regardless of when the course was completed. |