Proving Adverse Effect for Children with Cognitive Communication Deficits

Every year a number of children return to the classroom after experiencing an acquired brain injury. As speech-language pathologists, we are tasked with evaluation, determination of appropriate services, and decision-making for treatment goals and objectives for these children. Many of the standardized assessments for school-aged students are not designed to assess the deficits unique to this population. This presentation will discuss how to synthesize the normative data obtained from age-appropriate receptive and expressive language assessments and standard deficits seen in individuals with acquired brain injury which are generally obtained through informal assessment. The synthesis of this data will help you support the need (or lack thereof) for educational speech and language intervention in children with neurogenic communication disorders in both the outpatient and school setting.

Presenters

De'Mettria Riser
M.A. CCC-SLP, C/NDT, CBIS
De’Mettria Riser, M.A., CCC-SLP, C/NDT, CBIS, is an alumna of the University of Houston. She is a senior speech-language pathologist with Texas Children’s Hospital where she serves as the system’s subject-matter resource in High-Tech AAC and as the primary speech-language pathologist on the Acute Outpatient Rehabilitation Program interdisciplinary team. As a vital member of the AORP team, she works collaboratively with physical therapists, occupational therapists, social workers, and physical medicine and rehabilitation physicals with the goals of assisting patients with return to their prior level of function; educating patients and family about their child’s new functional status; and assisting patients and their families with a smooth transition back to school, home, and the community. In her free time (haha) she loves to learn new languages and explore the world.

Learning Objectives

Define acquired brain injury (ABI) and list (4) different causes of ABI.
List 5 key age-appropriate standardized assessments for use in evaluation of school-aged children with neurogenic communication disorders.
List 5 key behavioral observations assessed during informal evaluation present in children with ABI that will affect classroom performance.
List 5 different cognitive skills assessed during informal evaluation present in children with ABI that will affect classroom performance.

Agenda

3 minutes	Introduction of speaker, topic and disclosures
10 minutes	Define acquired brain injury (ABI) and list (4) different causes of ABI.
15 minutes	List 5 key behavioral observations assessed during informal evaluation present in children with ABI that will affect classroom performance.
10 minutes	List 5 key age-appropriate standardized assessments for use in evaluation of school-aged children with neurogenic communication disorders and why chosen.
15 minutes	List 5 different cognitive skills assessed during informal evaluation present in children with ABI that will affect classroom performance.
7 minutes	Resources and questions.

Disclosures

Speakers - Financial	De'Mettria has no financial relationships related to the content of course to disclose.
Speakers - Nonfinancial	De'Mettria has no nonfinancial relationships related to the content of course to disclose.
Course - Financial Support & In Kind	This webinar was funded by our sponsors, SLP Toolkit and SLP Now. We would also like to thank the presenter of this course who has provided her speaking services at no charge.

ASHA

This course is offered for 0.1 ASHA CEUs, Introductory level, Professional Area, Professional Area

Proving Adverse Effect for Children with Cognitive Communication Deficits