Available Seminars by Cari Ebert, M.S., CCC-SLP
The following seminars are designed for professionals working with very young children including pediatric speech-language pathologists, physical therapists, occupational therapists, therapy assistants, early childhood educators, social workers and administrators.
The following seminars are designed for professionals working with very young children including pediatric speech-language pathologists, physical therapists, occupational therapists, therapy assistants, early childhood educators, social workers and administrators.
The ABCs of Early Intervention
Working with the birth to three population is a rewarding, yet often challenging experience. This one-day seminar will examine the ABCs of early intervention to empower providers with critical evidence regarding best practices when working with very young children and their families. We will identify the keys to creating family centered support and services in early intervention and provide participants with valuable guidelines for successful visits in the natural environment. Covered topics include primary service provider model, routines based services, coaching caregivers, functional IFSP outcomes, service delivery in childcare settings and so much more! If you are an early intervention professional, this seminar is for you!
Seminar Objectives
Working with the birth to three population is a rewarding, yet often challenging experience. This one-day seminar will examine the ABCs of early intervention to empower providers with critical evidence regarding best practices when working with very young children and their families. We will identify the keys to creating family centered support and services in early intervention and provide participants with valuable guidelines for successful visits in the natural environment. Covered topics include primary service provider model, routines based services, coaching caregivers, functional IFSP outcomes, service delivery in childcare settings and so much more! If you are an early intervention professional, this seminar is for you!
Seminar Objectives
- Identify 5 potential barriers to success in early intervention
- Explain how the early intervention model of service delivery differs from the medical model
- Summarize the rationale for providing family-centered services
- Demonstrate how to write functional, routines-based IFSP outcomes
- List the 4 relationships professionals must focus on in early intervention
- Describe best practice guidelines for service delivery in the childcare setting
The Power of Play in the Development of Young Children
This seminar is based on the understanding that young children learn best through play that is relevant and meaningful to their lives...not through direct instruction, drill work or flash cards! Through play, children discover, interact, absorb, experience, create, explore and learn. Cari provides clinically relevant activities and strategies to create functional learning opportunities that promote cognitive, physical, social-emotional and language development in the natural environment. Working with the birth to five population requires professionals to partner with parents and other caregivers by embedding strategies into routines that naturally occur throughout the child's day. Using a coaching model instead of a direct therapy model of service delivery is critical to successful outcomes for young children.
This seminar is based on the understanding that young children learn best through play that is relevant and meaningful to their lives...not through direct instruction, drill work or flash cards! Through play, children discover, interact, absorb, experience, create, explore and learn. Cari provides clinically relevant activities and strategies to create functional learning opportunities that promote cognitive, physical, social-emotional and language development in the natural environment. Working with the birth to five population requires professionals to partner with parents and other caregivers by embedding strategies into routines that naturally occur throughout the child's day. Using a coaching model instead of a direct therapy model of service delivery is critical to successful outcomes for young children.
Seminar Objectives
- Describe the benefits of play in the development of young children
- Understand and describe the different stages of play
- Identify how to select developmentally appropriate toys
- Discuss the negative impacts on play in our society
- Apply practical strategies for functional play-based assessment and treatment
- Examine how to achieve parent involvement and follow-through in the therapy process
Suspected Childhood Apraxia of Speech (SCAS)
Being able to effectively communicate is how young children interact, socialize and learn. There is cause for concern when a young child has strong cognitive and receptive language skills, but is struggling learning how to talk. It is critical for therapists to be able to differentially diagnose suspected childhood apraxia of speech from late talkers. Therapy for a young child with SCAS should focus on motor planning skills directly and indirectly related to the development of speech. Parent involvement is a critical component of early intervention services and each family needs to be provided with functional strategies that can be embedded into their daily routines to help their child become an effective verbal communicator. This one day seminar is packed full of clinically relevant strategies and activities for use with young children with suspected childhood apraxia of speech. Therapists will gain hands-on knowledge of ways to modify existing therapy materials designed for older kids to make them fun and functional for toddlers and preschool age children. From assessment, to diagnosis, to therapy materials, to parent coaching, participants will discover effective ways to create the best therapy model for young children with SCAS.
Seminar Objectives
Being able to effectively communicate is how young children interact, socialize and learn. There is cause for concern when a young child has strong cognitive and receptive language skills, but is struggling learning how to talk. It is critical for therapists to be able to differentially diagnose suspected childhood apraxia of speech from late talkers. Therapy for a young child with SCAS should focus on motor planning skills directly and indirectly related to the development of speech. Parent involvement is a critical component of early intervention services and each family needs to be provided with functional strategies that can be embedded into their daily routines to help their child become an effective verbal communicator. This one day seminar is packed full of clinically relevant strategies and activities for use with young children with suspected childhood apraxia of speech. Therapists will gain hands-on knowledge of ways to modify existing therapy materials designed for older kids to make them fun and functional for toddlers and preschool age children. From assessment, to diagnosis, to therapy materials, to parent coaching, participants will discover effective ways to create the best therapy model for young children with SCAS.
Seminar Objectives
- Describe the pre-linguistic stage of development in young children with suspected CAS
- List the 3 etiologies of CAS
- Compare and contrast characteristics of suspected CAS with other diagnoses such as autism, dysarthria, and phonological impairment
- Apply the principles of motor learning when treating young children with suspected CAS
- Explain the importance of parent involvement when working with children with CAS
- Summarize the later academic challenges that are often associated with CAS
Wired Kids: How Technology Impacts Early Child Development
This one day seminar examines the evidence to guide therapists, educators and other early childhood professionals as we live and work in the "digital age." Just because technology is available at our fingertips, doesn't necessarily mean we should be using it with very young children. Infants, toddlers and preschool age children do not learn the same way as older children and adult learn. It's not just a matter of being pro-technology or anti-technology, but rather considering what is appropriate for the developing brain and body. During this seminar, professionals will gain powerful evidence-based information regarding best practices for technology use in therapy and in the early childhood classroom. This course is essential for pediatric professionals serving the birth to five population.
This one day seminar examines the evidence to guide therapists, educators and other early childhood professionals as we live and work in the "digital age." Just because technology is available at our fingertips, doesn't necessarily mean we should be using it with very young children. Infants, toddlers and preschool age children do not learn the same way as older children and adult learn. It's not just a matter of being pro-technology or anti-technology, but rather considering what is appropriate for the developing brain and body. During this seminar, professionals will gain powerful evidence-based information regarding best practices for technology use in therapy and in the early childhood classroom. This course is essential for pediatric professionals serving the birth to five population.
Seminar Objectives
- Discover how technology changes the landscape of play
- Identify how foreground television and background television impact attention and language development
- Determine what makes media "educational"
- Examine the effects of technology on early social-emotional development
- Acquire evidence-base recommendations for coaching families and caregivers on developmentally appropriate uses of technology
- Describe best practices for using technology in early intervention and early childhood settings