Image of Language & Literacy Interventions for Engaging Young Children: Play, A
Digital Seminar

Language & Literacy Interventions for Engaging Young Children: Play, Art & Movement-Based Strategies to Strengthen Academic and Social Success


Average Rating:
   3.6
Faculty:
Barbara Culatta
Duration:
6 Hours 14 Minutes
Format:
Audio and Video
Copyright :
Mar 31, 2017
Product Code:
POS063280
Media Type:
Digital Seminar


Description

  • Activities to provide opportunities for children to use language to share experiences and ideas
  • Incorporate highly sensory and tactile experiences into instructional contexts
  • Access easy-to-implement instructional plans and resources that align with CCSS
  • Supplement instruction for children with ASD, LLD, ADHD and language differences

Join language and literacy expert Barbara Culatta, PhD, CCC-SLP, and learn fun and engaging play, arts, and movement-based activities to teach and facilitate children’s language, literacy and social interaction skills. These effective intervention techniques allow children (pre-k through 2nd grade levels) to acquire and use skills to share ideas, feelings and experiences through reading, writing and oral language. You will acquire resources and effective techniques to develop language and literacy skills in children who function at various developmental levels, exhibit different needs, and display characteristics associated with Autism Spectrum Disorder (ASD), Language-Learning Deficits (LLD) and Attention-Deficit / Hyperactivity Disorder (ADHD). You will also learn ways to address the needs of children with language differences, access free materials in English as well as Spanish, and influence the way children interact and communicate in playful language- and literacy-rich contexts. The instructional approach arranges for excellent whole group instruction while also providing intense and differentiated instruction for children who struggle.

You will walk away with the skills necessary to:

  • Dramatically increase comprehension, vocabulary, phonological awareness, decoding and writing performance
  • Use playful strategies to strengthen language, literacy and conversational skills
  • Provide opportunities for children to use language to share experiences and ideas
  • Engage children in conversational exchanges that promote language, literacy and social interaction skills
  • Meet the language and literacy needs of children with ASD, LLD, ADHD and language differences
  • Facilitate interactions among children as they share ideas and engage in playful reading and writing contexts
  • Arrange for children to encounter personally relevant reasons to read, write and use oral language to communicate
  • Engage, motivate and build confidence in children as they acquire language and literacy skills

Credits


**

NOTE: Tuition includes one free CE Certificate (participant will be able to print the certificate of completion after completing and passing the on-line post-test evaluation). 

Continuing Education Information:  Listed below are the continuing education credit(s) currently available for this non-interactive self-study package. Please note, your state licensing board dictates whether self-study is an acceptable form of continuing education. Please refer to your state rules and regulations. If your profession is not listed, please contact your licensing board to determine your continuing education requirements and check for reciprocal approval. For other credit inquiries not specified below, please contact cepesi@pesi.com or 800-844-8260 before the event.

Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of mental health professionals.  As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your professions standards


Counselors

This self-study activity consists of 6.25 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please save the course outline, the certificate of completion you receive from the activity and contact your state board or organization to determine specific filing requirements.


Texas Counselors

PESI, Inc. has been approved as a continuing education sponsor through the Texas State Board of Examiners of Professional Counselors. Provider #: 2477. This self-study course qualifies for 6.0 continuing education credits.


South Carolina Counselors, Marriage & Family Therapists and Psycho-Educational Specialists

This program has been approved for 6.0 continuing education hours by the South Carolina Board of Examiners for Licensure of Professional Counselors, Marriage and Family Therapists, and Psycho-Educational Specialists. Approval #4540.


Educators

This course consists of 6.25 self-study clock hours. Credit requirements and approvals vary per state board regulations. Please save the course outline, the certificate of completion you receive from this self-study activity and contact your state board or organization to determine specific filing requirements. 


Illinois Educators

IL EDU Logo

6.0 ISBE Professional Development (PD) Clock Hours have been made available through Quincy University. Those requesting ISBE PD Clock Hours will need to complete additional steps in order to receive the ISBE “Evidence of Completion for Professional Development” form.

 

While completing the post-test/evaluation be sure to answer the question “Are you an Illinois Educator” Yes. PESI will then be prompted to send you the “Evaluation for Workshop, Conference, Seminar, Etc.” form. You will need to complete the ISBE evaluation form, and return it plus the ISBE $20 enrollment fee (made payable to PESI, Inc.), and your name within two weeks from receiving your CE certificate. You will then be emailed the “ISBE Evidence of Completion for Professional Development” form.


Indiana Educators

6.0 Professional Growth Points are available for full attendance of this self-study package per the Indiana Department of Education standards.


Montana Educators

This self-study package is offered for 6.0 Renewal Units. PESI, Inc. is an Approved Renewal Unit Provider with the Montana Office of Public Instruction.


New Jersey Educators, Administrators & Education Services Personnel

6.0 Actual Professional Development Hours (self-study). MEDS-PDN, powered by PESI, Inc., is a registered New Jersey Professional Development Provider with the NJ Dept of Education.  


Texas Educators

PESI, Inc., has been approved as a CPE Provider #500-981 for Texas Educators by the Texas State Board for Educator Certification (SBED). This self-study package qualifies for 6.0 CPE clock hours.


Florida Occupational Therapists & Occupational Therapy Assistants

CE Broker

PESI, Inc. is an approved provider with the Florida Board of Occupational Therapy. Provider Number #50-399. This course qualifies for 6.3 self-study continuing education credits.


Psychologists

This self-study activity consists of 6.25 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please save the course outline, the certificate of completion you receive from this self-study activity and contact your state board or organization to determine specific filing requirements.


Speech-Language Pathologists & Audiologists

This course contains 6.0 hours of self-study continuing education. It was not offered for ASHA CEUs. Please retain your certificate of completion. If audited for ASHA Certification Maintenance, you can submit this certificate of completion at that time. For state licensure, teacher certification renewal, or other credential renewal, contact those agencies for information about your reporting responsibilities and requirements.


California Speech-Language Pathologists & Audiologists

PESI, Inc. is an approved provider with the California Speech-Language Pathology and Audiology Board, #PDP 319. This course meets the qualifications for 6.0 hours of self-study continuing professional development credit for Speech-Language Pathologists or Audiologists, as required by the California Speech-Language Pathology and Audiology Board.


Kansas Speech-Language Pathologists

Approved for 7.5 self-study continuing education clock hours for Kansas licensed Speech-Language Pathologists by the Kansas Department for Aging and Disability Services.


Social Workers

PESI, Inc., #1062, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. PESI, Inc. maintains responsibility for the course. ACE provider approval period: January 27, 2017 - January 27, 2020. Social Workers completing this course receive 6.25 (Clinical) continuing education credits for completing this intermediate level course. A certificate of attendance will be awarded at the end of the program to social workers who complete the program evaluation. Full attendance is required. No partial credit will be offered for partial attendance. 


Canadian Social Workers

PESI, Inc., #1062, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. PESI, Inc. maintains responsibility for the course. ACE provider approval period: January 27, 2017 - January 27, 2020. Social Workers completing this course receive 6.25 (Clinical) continuing education credits for completing this intermediate level self-study course. A certificate of attendance will be awarded at the end of the program to social workers who complete the program evaluation. Full attendance is required. No partial credit will be offered for partial attendance. Canadian provinces may accept activities approved by the ASWB for ongoing professional development.


Florida Social Workers, Marriage & Family Therapists, and Mental Health Counselors

CE Broker

PESI, Inc. is an approved provider with the Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling. Provider Number #50-399. This self-study course qualifies for 6.25 continuing education credits.


Illinois Social Workers

PESI, Inc. is an approved provider with the State of Illinois, Department of Professional Regulation. License #: 159-000154. Successful completion of this self-study activity qualifies for 6.0 contact hours.


Kansas Social Workers

PESI, Inc. is an approved provider with the Kansas Behavioral Sciences Regulatory Board. Provider #14-006. This self-study course has been approved for 6.0 continuing education hours.


Minnesota Social Workers

PESI, Inc. is an approved provider with the State of Minnesota, Board of Social Work. Provider #: CEP-140. This self-study package has been approved for 6.0 continuing education hours. This certificate has been issued upon successful completion of a post-test.


Ohio Social Workers, Counselors, and Marriage & Family Therapists

PESI, Inc. is an approved provider with the State of Ohio Counselor, Social Worker and Marriage & Family Therapist Board. Provider approval #: RCST071001. Successful completion of this self-study course meets the qualifications for 6.25 clock hours of continuing education credit.


Pennsylvania Social Workers, Counselors, and Marriage & Family Therapists

This intermediate activity is approved for 6.0 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please contact your licensing board to determine if they accept programs or providers approved by other national or state licensing boards. A certificate of attendance will be awarded at the end of the program to participants who are in full attendance and who complete the program evaluation.


California Social Workers, Counselors, Marriage & Family Therapists, and Licensed Educational Psychologists

This intermediate activity consists of 6.0 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please contact your licensing board to determine if they accept programs or providers approved by other national or state licensing boards. A certificate of attendance will be awarded at the end of the program to participants who are in full attendance and who complete the program evaluation.


Other Professions

This self-study activity qualifies for 6.25 continuing education clock hours as required by many national, state and local licensing boards and professional organizations. Save your activity advertisement and certificate of completion, and contact your own board or organization for specific requirements.



Handouts

Faculty

Barbara Culatta Related seminars and products: 1

Ph.D., CCC-SLP


Barbara Culatta, PhD, CCC-SLP, is an international expert and author on language and literacy interventions. She has been working with children in clinical and educational programs for 40 years. Dr. Culatta is renowned for creating a highly acclaimed language and literacy program (Systematic and Engaging Early Literacy) that utilizes the arts, representational play, and interactive hands-on activities as the basis for teaching language and literacy skills. She is well respected for her work in using scripted play, story enactments, and hands-on experiences as contexts for language and literacy instruction and intervention.

Dr. Culatta has written books Language and Literacy Instruction in the Classroom and Systematic and Engaging Early Literacy, chapters, and publications on language and literacy intervention. She directed federally-funded professional development and intervention projects that documented the effectiveness of innovative instructional approaches. Dr. Culatta’s research revolves around evaluating playful and personally-meaningful language and literacy interventions. She has conducted evidence-based language and literacy instruction in English- and Spanish-speaking settings. Dr. Culatta, professor of Communication Disorders at Brigham Young University, completed her PhD from the University of Pittsburgh and a postdoctoral fellowship from Johns Hopkins University.

Speaker Disclosure:

Financial: Barbara Culatta is a professor at Brigham Young University. She is the author of numerous chapters and articles and receives royalties from Plural Publishing. Dr. Culatta receives a speaking honorarium from PESI, Inc.

Non-financial: Barbara Culatta is the creator of the SEEL (Systematic and Engaging Early Literacy).


Additional Info

Program Information

CD/DVD

Click here to purchase the DVD or CD recording from our product store.


Additional Resources

To order the book, Building Social Skills for Autism, Sensory Processing Disorders and Learning Disabilities, please visit our product store.

To order the book, Self-Regulation Interventions and Strategies: Keeping the Body, Mind and Emotions on Task in Children with Autism, ADHD or Sensory Disorders, please visit our product store.


Access for Self-Study (Non-Interactive)

Access never expires for this product.


Objectives

  1. Implement instructional strategies to meet the needs of students with ASD, ADHD, LLD, and language differences.
  2. Employ playful practice strategies to teach skills and improve children’s functioning.
  3. Develop highly interactive exchanges that target specific language and literacy skills and improve social interactions.
  4. Incorporate playful arts- and play-based techniques to teach and improve literacy and language skills.
  5. Implement differentiated instructional techniques to meet the needs of children with ASD and language and reading deficits.
  6. Perform effective strategies to increase children’s performance in various literacy skills.

Outline

Play-, Art- & Movement-Based Practices to Strengthen Language, Literacy and Social-Communication Skills

  • Draw upon emotion, meaning, and engagement to facilitate language literacy and conversational skills
  • Key words that exemplify targeted skills
  • Integrate social-interactional, language and literacy goals

Child-Centered Interventions for Children with ASD, ADHD, LLD and ELL

  • Provide frequent but varied and playful opportunities to teach and practice skills
  • Incorporate multi-sensory materials in highly participatory activities
  • Make personal connections to the content

Strategies to Increase Phonological Awareness, Decoding and Spelling Skills

  • Expose children to phonic and phonological awareness skills
  • Blend, segment and manipulate sounds in key words
  • Play with words in contexts that exemplify a phonic pattern and signal meaning
  • Meaningful and engaging activities that permit children to read and write about their experiences

Strategies to Facilitate Vocabulary, Oral and Written Language Abilities

  • Support retelling of stories and scripts designed to highlight targeted content and key words
  • Make connections between characters’ mental states and their goals and plans
  • Scaffold processing of language to obtain information, problem solve, and understand explanations
  • Scaffold reading and writing about experiences that were designed to highlight targeted skills

Strategies to Promote Social-Communication Skills

  • Respond to, elaborate, and incorporate children’s contributions into interactions
  • Support conversational turn taking in theme-based scripts and role play
  • Scaffold turn-taking using narrator, character and stage manager voices
  • Arrange for activities that require cooperative participation and reasons to communicate

Strategies to Address Cognitive and Sensorimotor Underpinnings to Learning

  • Use emotion and engagement to ensure attention to and memory of learning events
  • Incorporate highly sensory and tactile experiences into instructional contexts
  • Integrate information from varied sensory and motor inputs
  • Arrange for high levels of child participation
  • Make connections across contexts and activities to deepen concept knowledge

Target Audience

Counselors, Teachers/Educators, Occupational Therapists & Occupational Therapy Assistants, Psychologists, Social Workers, Speech-Language Pathologists, and other Mental Health Professionals.

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Overall:      3.6

Total Reviews: 37

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