Convenient, Top-Tier Speech Therapy – Virtual Services for All, In-Person for Partner Schools!
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Convenient, Top-Tier Speech Therapy – Virtual Services for All, In-Person for Partner Schools!
Date: Thursday, May 27, 2027
Time: 12:00 PM–1:00 PM Eastern Time
Presenter: Tara Randolph
Format: Virtual via Zoom
Cost: Complimentary registration for clinicians committed to professional growth
Instructional Level: Intermediate
ASHA CEU Amount: 0.1 ASHA CEUs
Type of Learning Experience: Group
CEU Calculation Method: Seat time; 60 minutes of instruction
Content Code: Professional
This course reviews foundational articulation concepts and evidence-based intervention strategies for speech sound disorders. Participants will learn how to select targets, use cues, structure practice, and monitor progress in therapy.
This one-hour course provides an overview of articulation intervention and evidence-based practice for speech sound disorders. Participants will review common speech sound errors, clinical decision-making, target selection, cueing strategies, practice structures, and progress-monitoring considerations.
The course is designed for speech-language pathologists, clinical fellows, and graduate clinicians who want practical tools for planning and delivering articulation therapy. Participants will leave with strategies to improve therapy structure, data collection, and intervention planning.
At the conclusion of this course, participants will be able to:
Lecture, demonstration, case examples, and treatment-planning activity.
Participants will complete a learning assessment and course evaluation within 24 hours of the session.
To receive ASHA CEU credit, participants must attend the full live session, complete the course evaluation form, and complete the learning assessment within 24 hours. Partial credit is not provided.
Financial Disclosure: There are no relevant financial disclosures to report related to the content of this course.
Nonfinancial Disclosure: Tara Randolph is a Dynamic Therapy team member.
Content Disclosure: This course is educational in nature and does not promote a specific product or service.
| Time | Topic |
| 12:00–12:05 PM | Welcome, course objectives, and overview of articulation intervention |
| 12:05–12:15 PM | Common speech sound errors and clinical decision-making |
| 12:15–12:30 PM | Evidence-based articulation therapy approaches |
| 12:30–12:45 PM | Target selection, cueing, practice structure, and progress monitoring |
| 12:45–12:55 PM | Practical examples and treatment-planning activity |
| 12:55–1:00 PM | Learning assessment instructions, reflection, and key takeaways |
Date: Thursday, April 22, 2027
Time: 12:00 PM–1:00 PM Eastern Time
Presenter: Nicole Shelton
Format: Virtual via Zoom
Cost: Complimentary registration for clinicians committed to professional growth
Instructional Level: Intermediate
ASHA CEU Amount: 0.1 ASHA CEUs
Type of Learning Experience: Group
CEU Calculation Method: Seat time; 60 minutes of instruction
Content Code: Professional
This course introduces the RELATE Framework: Relationships, Engagement, Language, Attunement, Trust, and Expression. Participants will examine how relationship-centered strategies can improve participation and communication outcomes in therapy.
This one-hour course introduces the RELATE Framework as a relationship-centered approach to communication intervention. Participants will explore the framework’s six components: Relationships, Engagement, Language, Attunement, Trust, and Expression. The session will focus on how each component can support therapy participation, authentic communication, and stronger clinician-client connections.
Participants will apply the RELATE Framework to clinical examples and identify ways to increase engagement, trust, expressive communication, and meaningful participation across therapy contexts.
At the conclusion of this course, participants will be able to:
Lecture, discussion, case examples, and framework application activity.
Participants will complete a learning assessment and course evaluation within 24 hours of the session.
To receive ASHA CEU credit, participants must attend the full live session, complete the course evaluation form, and complete the learning assessment within 24 hours. Partial credit is not provided.
Financial Disclosure: There are no relevant financial disclosures to report related to the content of this course.
Nonfinancial Disclosure: Nicole Shelton is a Dynamic Therapy team member.
Content Disclosure: This course is educational in nature and does not promote a specific product or service.
| Time | Topic |
| 12:00–12:05 PM | Welcome, course objectives, and introduction to RELATE |
| 12:05–12:15 PM | Relationships and engagement as foundations for therapy |
| 12:15–12:30 PM | Language, attunement, and trust in intervention |
| 12:30–12:45 PM | Expression and authentic communication across settings |
| 12:45–12:55 PM | Applying the RELATE Framework to clinical examples |
| 12:55–1:00 PM | Learning assessment instructions, reflection, and key takeaways |
Date: Thursday, March 25, 2027
Time: 12:00 PM–1:00 PM Eastern Time
Presenter: Lawren Camper
Format: Virtual via Zoom
Cost: Complimentary registration for clinicians committed to professional growth
Instructional Level: Intermediate
ASHA CEU Amount: 0.1 ASHA CEUs
Type of Learning Experience: Group
CEU Calculation Method: Seat time; 60 minutes of instruction
Content Code: Professional
This course explores how speech-language pathologists can engage caregivers, teachers, and siblings to improve communication outcomes in early intervention. Participants will learn routines-based strategies that support carryover beyond direct therapy.
This one-hour course focuses on the importance of collaboration in early intervention. Participants will examine how caregivers, teachers, and siblings can support communication development when strategies are embedded into daily routines. The course will address caregiver coaching, team collaboration, and practical ways to promote communication throughout a child’s natural environments.
Participants will leave with strategies for increasing family and team involvement, supporting generalization, and improving functional communication outcomes beyond the therapy room.
At the conclusion of this course, participants will be able to:
Lecture, case examples, interactive discussion, and routines-based planning activity.
Participants will complete a learning assessment and course evaluation within 24 hours of the session.
To receive ASHA CEU credit, participants must attend the full live session, complete the course evaluation form, and complete the learning assessment within 24 hours. Partial credit is not provided.
Financial Disclosure: There are no relevant financial disclosures to report related to the content of this course.
Nonfinancial Disclosure: Lawren Camper is a Dynamic Therapy team member.
Content Disclosure: This course is educational in nature and does not promote a specific product or service.
| Time | Topic |
| 12:00–12:05 PM | Welcome, course objectives, and early intervention overview |
| 12:05–12:15 PM | The role of caregivers, teachers, and siblings |
| 12:15–12:30 PM | Coaching strategies for routines-based communication support |
| 12:30–12:45 PM | Collaboration across home, school, and community settings |
| 12:45–12:55 PM | Case examples: embedding communication goals into daily routines |
| 12:55–1:00 PM | Learning assessment instructions, reflection, and key takeaways |
Date: Thursday, February 25, 2027
Time: 12:00 PM–1:00 PM Eastern Time
Presenter: Maggie Ghotbi
Format: Virtual via Zoom
Cost: Complimentary registration for clinicians committed to professional growth
Instructional Level: Intermediate
ASHA CEU Amount: 0.1 ASHA CEUs
Type of Learning Experience: Group
CEU Calculation Method: Seat time; 60 minutes of instruction
Content Code: Professional
This course introduces melodic intonation therapy principles for children with childhood apraxia of speech. Participants will review motor speech considerations and explore how melody, rhythm, pacing, and repetition may support speech production.
This one-hour course focuses on melodic intonation therapy principles as they relate to intervention for childhood apraxia of speech. Participants will review foundational characteristics of childhood apraxia of speech, including motor planning and speech production challenges. The session will explore how rhythm, melody, pacing, and repeated practice may be used to support speech production and functional communication.
Participants will examine clinical examples and consider how to select appropriate targets and activities when using music-based or rhythm-based strategies in therapy.
At the conclusion of this course, participants will be able to:
Lecture, demonstration, case examples, and therapy-planning activity.
Participants will complete a learning assessment and course evaluation within 24 hours of the session.
To receive ASHA CEU credit, participants must attend the full live session, complete the course evaluation form, and complete the learning assessment within 24 hours. Partial credit is not provided.
Financial Disclosure: There are no relevant financial disclosures to report related to the content of this course.
Nonfinancial Disclosure: Maggie Ghotbi is a Dynamic Therapy team member.
Content Disclosure: This course is educational in nature and does not promote a specific product or service.
| Time | Topic |
| 12:00–12:05 PM | Welcome, course objectives, and overview of childhood apraxia of speech |
| 12:05–12:15 PM | Motor speech planning and treatment considerations |
| 12:15–12:30 PM | Melodic intonation therapy principles |
| 12:30–12:45 PM | Using rhythm, melody, pacing, and repetition in therapy |
| 12:45–12:55 PM | Clinical examples and therapy activity planning |
| 12:55–1:00 PM | Learning assessment instructions, reflection, and key takeaways |
Date: Thursday, January 28, 2027
Time: 12:00 PM–1:00 PM Eastern Time
Presenter: S’moia Crisp
Format: Virtual via Zoom
Cost: Complimentary registration for clinicians committed to professional growth
Instructional Level: Intermediate
ASHA CEU Amount: 0.1 ASHA CEUs
Type of Learning Experience: Group
CEU Calculation Method: Seat time; 60 minutes of instruction
Content Code: Related
This course prepares speech-language pathologists to navigate complex service delivery situations involving advocates, attorneys, unfamiliar settings, and high-stakes meetings. Participants will review communication, documentation, and professionalism strategies.
This one-hour course focuses on situations speech-language pathologists may encounter outside of routine therapy sessions, including meetings involving advocates, attorneys, unfamiliar service environments, and complex team dynamics. Participants will explore how to communicate professionally, maintain clinical boundaries, document clearly, and participate effectively in high-stakes conversations.
The course is designed to help clinicians feel more prepared when navigating unfamiliar systems while continuing to center ethical practice, student or client needs, and collaborative problem-solving.
At the conclusion of this course, participants will be able to:
Lecture, scenario-based discussion, case study, and reflection activity.
Participants will complete a learning assessment and course evaluation within 24 hours of the session.
To receive ASHA CEU credit, participants must attend the full live session, complete the course evaluation form, and complete the learning assessment within 24 hours. Partial credit is not provided.
Financial Disclosure: There are no relevant financial disclosures to report related to the content of this course.
Nonfinancial Disclosure: S’moia Crisp is a Dynamic Therapy team member.
Content Disclosure: This course is educational in nature and does not promote a specific product or service.
| Time | Topic |
| 12:00–12:05 PM | Welcome, course objectives, and overview of complex service settings |
| 12:05–12:15 PM | Roles of advocates, attorneys, families, schools, and providers |
| 12:15–12:30 PM | Communication strategies for high-stakes meetings |
| 12:30–12:45 PM | Documentation, professionalism, and clinical boundaries |
| 12:45–12:55 PM | Scenario discussion: responding to challenging team dynamics |
| 12:55–1:00 PM | Learning assessment instructions, reflection, and key takeaways |
Date: Thursday, December 17, 2026
Time: 12:00 PM–1:00 PM Eastern Time
Presenter: Vaughn Thompson
Format: Virtual via Zoom
Cost: Complimentary registration for clinicians committed to professional growth
Instructional Level: Intermediate
ASHA CEU Amount: 0.1 ASHA CEUs
Type of Learning Experience: Group
CEU Calculation Method: Seat time; 60 minutes of instruction
Content Code: Professional
This course reviews bilingual language development and patterns that may be misunderstood in clinical and school-based settings. Participants will examine how to distinguish language difference from disorder and support bilingual learners appropriately.
This one-hour course introduces speech-language pathologists to key considerations in bilingual language development. The session will address patterns that may appear unexpected or concerning but may reflect typical bilingual development rather than a communication disorder. Participants will explore how language exposure, language use, language dominance, and cultural-linguistic context influence communication.
The course will support clinicians in reducing bias during assessment and intervention planning. Participants will examine practical examples and consider how to support bilingual learners in educational and clinical settings.
At the conclusion of this course, participants will be able to:
Lecture, case examples, clinical decision-making activity, and discussion.
Participants will complete a learning assessment and course evaluation within 24 hours of the session.
To receive ASHA CEU credit, participants must attend the full live session, complete the course evaluation form, and complete the learning assessment within 24 hours. Partial credit is not provided.
Financial Disclosure: There are no relevant financial disclosures to report related to the content of this course.
Nonfinancial Disclosure: Vaughn Thompson is a Dynamic Therapy team member.
Content Disclosure: This course is educational in nature and does not promote a specific product or service.
| Time | Topic |
| 12:00–12:05 PM | Welcome, course objectives, and introduction to bilingual language development |
| 12:05–12:15 PM | Typical bilingual language patterns and variability |
| 12:15–12:30 PM | Language exposure, dominance, and communication context |
| 12:30–12:45 PM | Distinguishing language difference from possible language disorder |
| 12:45–12:55 PM | Case examples: assessment and intervention considerations |
| 12:55–1:00 PM | Learning assessment instructions, reflection, and key takeaways |
Date: Thursday, November 12, 2026
Time: 12:00 PM–1:00 PM Eastern Time
Presenter: Andrea Reuben
Format: Virtual via Zoom
Cost: Complimentary registration for clinicians committed to professional growth
Instructional Level: Intermediate
ASHA CEU Amount: 0.1 ASHA CEUs
Type of Learning Experience: Group
CEU Calculation Method: Seat time; 60 minutes of instruction
Content Code: Professional
This course examines how schema, culture, lived experiences, and student interests influence language performance. Participants will learn strategies to improve comprehension, expression, vocabulary, and participation through responsive therapy planning.
This one-hour course explores the clinical meaning behind the phrase “I don’t know” when a client or student may not have the background knowledge, exposure, vocabulary, or schema needed to respond successfully. Participants will examine how culture, lived experience, interests, and prior knowledge affect language comprehension and expression.
The course will provide practical strategies for designing language therapy that is more accessible, relevant, and responsive to the individual. Participants will learn how to build background knowledge, use familiar contexts, incorporate client interests, and modify therapy tasks to improve participation and language outcomes.
At the conclusion of this course, participants will be able to:
Lecture, case examples, interactive discussion, and therapy-material adaptation.
Participants will complete a learning assessment and course evaluation within 24 hours of the session.
To receive ASHA CEU credit, participants must attend the full live session, complete the course evaluation form, and complete the learning assessment within 24 hours. Partial credit is not provided.
Financial Disclosure: There are no relevant financial disclosures to report related to the content of this course.
Nonfinancial Disclosure: Andrea Reuben is a Dynamic Therapy team member.
Content Disclosure: This course is educational in nature and does not promote a specific product or service.
| Time | Topic |
| 12:00–12:05 PM | Welcome, course objectives, and framing “I don’t know” |
| 12:05–12:15 PM | Schema, background knowledge, and language performance |
| 12:15–12:30 PM | Culture, lived experience, and interests in language therapy |
| 12:30–12:45 PM | Strategies for vocabulary, comprehension, and expressive language |
| 12:45–12:55 PM | Case application: adapting language tasks for relevance and access |
| 12:55–1:00 PM | Learning assessment instructions, reflection, and key takeaways |
Date: Thursday, October 22, 2026
Time: 12:00 PM–1:00 PM Eastern Time
Presenter: Damaris Morris
Format: Virtual via Zoom
Cost: Complimentary registration for clinicians committed to professional growth
Instructional Level: Intermediate
ASHA CEU Amount: 0.1 ASHA CEUs
Type of Learning Experience: Group
CEU Calculation Method: Seat time; 60 minutes of instruction
Content Code: Professional
This interactive course introduces foundational voice concepts, common vocal concerns, and practical strategies speech-language pathologists can use to support vocal awareness, vocal hygiene, and functional voice use across clinical and educational settings.
This one-hour interactive course focuses on voice-related clinical considerations for speech-language pathologists. Participants will review foundational concepts related to voice production, vocal behaviors, and common concerns that may affect communication. The session will also address practical strategies for promoting vocal hygiene, vocal awareness, and functional voice use.
Participants will consider how to identify voice-related concerns, support healthy voice habits, and determine when additional referral or collaboration may be appropriate. The course will include interactive discussion and clinical scenarios to help participants connect voice concepts to real-world practice.
At the conclusion of this course, participants will be able to:
Lecture, interactive demonstration, clinical scenarios, and discussion.
Participants will complete a learning assessment and course evaluation within 24 hours of the session.
To receive ASHA CEU credit, participants must attend the full live session, complete the course evaluation form, and complete the learning assessment within 24 hours. Partial credit is not provided.
Financial Disclosure: There are no relevant financial disclosures to report related to the content of this course.
Nonfinancial Disclosure: Damaris Morris is a Dynamic Therapy team member.
Content Disclosure: This course is educational in nature and does not promote a specific product or service.
| Time | Topic |
| 12:00–12:05 PM | Welcome, course objectives, and interactive voice warm-up |
| 12:05–12:15 PM | Foundations of voice production and vocal function |
| 12:15–12:30 PM | Common voice concerns and vocal behaviors |
| 12:30–12:45 PM | Strategies for vocal hygiene, awareness, and functional voice use |
| 12:45–12:55 PM | Clinical scenarios and application of voice strategies |
| 12:55–1:00 PM | Learning assessment instructions, reflection, and key takeaways |
CEU Chat & Chew Course 2 with Brittany Mitchell
From Concern to Support in School-Based Speech-Language Pathology
Date: Thursday, September 24, 2026
Time: 12:00 PM–1:00 PM Eastern Time
Presenter: Brittany Mitchell
Format: Virtual via Zoom
Cost: Complimentary registration for clinicians committed to professional growth
Instructional Level: Intermediate
ASHA CEU Amount: 0.1 ASHA CEUs
Type of Learning Experience: Group
CEU Calculation Method: Seat time; 60 minutes of instruction
Content Code: Professional
Course Description
This course reviews the Response to Intervention and Multi-Tiered System of Supports process and the speech-language pathologist’s role in prevention, consultation, intervention, documentation, progress monitoring, and team collaboration for students with communication concerns.
Full Course Description
This one-hour course provides a practical overview of Response to Intervention and Multi-Tiered System of Supports within school-based speech-language pathology practice. Participants will examine how speech-language pathologists contribute to prevention, early identification, consultation, intervention planning, data collection, and progress monitoring.
The course will focus on how clinicians can support students before referral, collaborate with teachers and school teams, and document communication concerns in a way that supports informed decision-making. Participants will review practical examples that connect the speech-language pathologist’s role to student support, service planning, and ethical school-based practice.
Learner Outcomes
At the conclusion of this course, participants will be able to:
Instructional Methodology
Lecture, case examples, interactive discussion, and documentation review.
Assessment of Learning Outcomes
Participants will complete a learning assessment and course evaluation within 24 hours of the session.
Completion Requirements
To receive ASHA CEU credit, participants must attend the full live session, complete the course evaluation form, and complete the learning assessment within 24 hours. Partial credit is not provided.
Disclosures
Financial Disclosure: There are no relevant financial disclosures to report related to the content of this course.
Nonfinancial Disclosure: Brittany Mitchell is a Dynamic Therapy team member.
Content Disclosure: This course is educational in nature and does not promote a specific product or service.
Time-Ordered Agenda
| Time | Topic |
| 12:00–12:05 PM | Welcome, course objectives, and introduction to school-based support systems |
| 12:05–12:15 PM | Overview of Response to Intervention and Multi-Tiered System of Supports |
| 12:15–12:30 PM | The speech-language pathologist’s role in prevention, consultation, and support |
| 12:30–12:45 PM | Intervention planning, documentation, and progress monitoring |
| 12:45–12:55 PM | Case example: moving from concern to meaningful student support |
| 12:55–1:00 PM | Learning assessment instructions, reflection, and key takeaways |
Date: Thursday, August 27, 2026
Time: 12:00 PM–1:00 PM Eastern Time
Presenter: Brian McDaniel
Format: Virtual via Zoom
Cost: Complimentary registration for clinicians committed to professional growth
Instructional Level: Intermediate
ASHA CEU Amount: 0.1 ASHA CEUs
Type of Learning Experience: Group
CEU Calculation Method: Seat time; 60 minutes of instruction
Content Code: Professional
This course examines how speech-language pathologists can use movement, motivation, and meaningful carryover to support functional communication outcomes. Participants will identify evidence-based strategies that increase engagement, participation, and generalization across therapy and everyday settings.
This one-hour course explores the application of evidence-based practice through the “3 M’s”: movement, motivation, and meaningful carryover. Participants will examine how movement can increase engagement, how motivation can improve participation and therapy buy-in, and how meaningful carryover can support communication outside of direct therapy sessions.
The course is designed for speech-language pathologists who want to strengthen clinical decision-making and create therapy sessions that are active, functional, and connected to the communication needs of clients and students. Participants will review practical examples and leave with strategies they can apply immediately in school-based, outpatient, and virtual therapy settings.
At the conclusion of this course, participants will be able to:
Lecture, clinical examples, interactive discussion, and applied reflection.
Participants will complete a learning assessment and course evaluation within 24 hours of the session.
To receive ASHA CEU credit, participants must attend the full live session, complete the course evaluation form, and complete the learning assessment within 24 hours. Partial credit is not provided.
Financial Disclosure: There are no relevant financial disclosures to report related to the content of this course.
Nonfinancial Disclosure: Brian McDaniel is a Dynamic Therapy team member.
Content Disclosure: This course is educational in nature and does not promote a specific product or service.
| Time | Topic |
| 12:00–12:05 PM | Welcome, course objectives, and introduction to the 3 M’s |
| 12:05–12:15 PM | Evidence-based practice and functional therapy planning |
| 12:15–12:30 PM | Movement: using active engagement to support communication goals |
| 12:30–12:40 PM | Motivation: improving participation, attention, and client buy-in |
| 12:40–12:55 PM | Meaningful carryover: connecting therapy to real-world communication |
| 12:55–1:00 PM | Learning assessment instructions, reflection, and key takeaways |
