New York Speech Language Pathologists Continuing Education and License Renewals

Sept. 29, 2014 - PRLog -- New York-licensed speech language pathologists have a license renewal every three years.

Thirty (30) hours of continuing education are required.

Twenty (20) hours are allowed from self-study if ASHA approved. Twenty (20) hours must be in a professional area. Licenses do not expire.

Professional Development Resources is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA Provider #AAUM) to provide continuing education activities in speech-language pathology and audiology.

See course page for number of ASHA CEUs, instructional level and content area. ASHA CE provider approval does not imply endorsement of course content, specific products or clinical procedures.

CEUs are awarded by the ASHA CE Registry upon receipt of the CEU Participant Form 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.

Continuing Education Requirements

Speech language pathologists licensed in New York State have a renewal for licenses every three years. Thirty continuing education hours are required, and twenty hours are allowed from self-study if ASHA approved. Twenty hours need to be in a professional area.

Information obtained from the New York Board for SLP/A on April 14, 2014.

Continuing Education Courses for Speech Language Pathologists

Autism: The New Spectrum of Diagnostics, Treatment & Nutrition (https://www.pdresources.org/course/index/3/1170/Autism-Th...) is a 4-hour online course. The first section of this course traces the history of the diagnostic concept of Autism Spectrum Disorder (ASD), culminating in the revised criteria of the 2013 version of the Diagnostic and Statistical Manual of Mental Disorders, the DSM-5, with specific focus on the shift from five subtypes to a single spectrum diagnosis. It also aims to provide epidemiological prevalence estimates, identify factors that may play a role in causing ASD, and list the components of a core assessment battery. It also includes brief descriptions of some of the major intervention models that have some empirical support. Section two describes common GI problems and feeding difficulties in autism, exploring the empirical data and/or lack thereof regarding any links between GI disorders and autism. Sections on feeding difficulties offer interventions and behavior change techniques. A final section on nutritional considerations discusses evaluation of nutritional status, supplementation, and dietary modifications with an objective look at the science and theory behind a variety of nutrition interventions. Other theoretical interventions are also reviewed. Course #40-38 | 2013 | 50 pages | 30 posttest questions

Early Childhood Music Therapy and Autism Spectrum Disorders (https://www.pdresources.org/course/index/3/1169/Early-Chi...) is a 6-hour test-only course. This CE test is based on the book “Early Childhood Music Therapy and Autism Spectrum Disorders: Developing Potential in Young Children and their Families” (2012, 304 pages). This text includes the work of many researchers and practitioners from music therapy and related disciplines brought together to provide a comprehensive overview of music therapy practice with young children who present with Autism Spectrum Disorder (ASD). The authors present an overview of ASD including core characteristics, early warning signs, prevalence rates, research and theories, screening and evaluation.  The book explores treatment approaches and strategies as applied in music therapy to the treatment of ASD.  The authors present a wealth of practical applications and strategies for implementation of music therapy within multi-disciplinary teams, school environments and in family-centered practice. Course #60-97 | 42 posttest questions

AAC Strategies for Individuals with Moderate to Severe Disabilities (https://www.pdresources.org/course/index/3/1163/AAC-Strat...) is an 8-hour test-only course. This CE test is based on the book “AAC Strategies for Individuals with Moderate to Severe Disabilities” (2012 | 384 pages). With more children and young adults with severe disabilities in today’s general education classrooms, SLPs, OTs, PTs, educators, and other professionals in school settings must be ready to support their students’ communication skills with effective AAC. This text provides proven strategies from top AAC experts to help readers establish a beginning functional communicative repertoire for learners with severe disabilities. Professionals will start with an in-depth intervention framework, including a guide to AAC modes and technologies, variables to consider when selecting AAC, and how AAC research can be used to support practice. Then they’ll get explicit, evidence-based instructional strategies they’ll use to help children and young adults initiate, maintain, and terminate an interaction. To help guide their interventions, professionals will get a CD-ROM with more than 35 blank forms and sample filled-in forms, plus helpful hints, research highlights, case examples, and chapter objectives. They’ll also have a step-by-step primer on monitoring each learner’s performance, including an overview of different types of measurement systems and when to use each of them. The go-to guide to the latest evidence-based AAC strategies, this research-to-practice book will help improve communication and quality of life for learners with a range of significant disabilities. Course #80-52 | 50 posttest questions

Source: https://www.pdresources.org/blog_data/new-york-speech-language-pathologists-continuing-education-and-license-renewals/