Celebrate your child’s growth and effort with the Certificate of Completion for Jaxon Meets the Speech Therapist.
This printable certificate recognizes children for practicing their speech sounds, reading Jaxon’s story, and building confidence in their communication skills.
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
Course Description
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.
Full Course Description
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.
Learner Outcomes
At the conclusion of this course, participants will be able to:
Identify common articulation errors and treatment considerations for speech sound disorders.
Describe evidence-based strategies for target selection, cueing, and practice structure.
Develop an articulation therapy plan that includes measurable goals and progress-monitoring strategies.
Instructional Methodology
Lecture, demonstration, case examples, and treatment-planning activity.
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: 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-Ordered Agenda
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
CEU Chat & Chew Course 9 with Nicole Shelton
RELATE: Relationship-Centered Communication Intervention
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
Course Description
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.
Full Course Description
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.
Learner Outcomes
At the conclusion of this course, participants will be able to:
Define the six components of the RELATE Framework.
Describe how relationship-centered strategies support communication intervention.
Apply the RELATE Framework to improve engagement, participation, and expression in therapy.
Instructional Methodology
Lecture, discussion, case examples, and framework application activity.
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: 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-Ordered Agenda
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
CEU Chat & Chew Course 8 with Lawren Camper
Caregiver and Team Engagement in Early Intervention
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
Course Description
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.
Full Course Description
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.
Learner Outcomes
At the conclusion of this course, participants will be able to:
Describe the role of caregivers, teachers, and siblings in supporting early communication outcomes.
Identify routines-based strategies that promote communication carryover.
Develop a plan for engaging families and team members in early intervention services.
Instructional Methodology
Lecture, case examples, interactive discussion, and routines-based planning activity.
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: 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-Ordered Agenda
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
CEU Chat & Chew Course 7 with Maggie Ghotbi
Melodic Intonation Therapy for Childhood Apraxia of Speech
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
Course Description
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.
Full Course Description
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.
Learner Outcomes
At the conclusion of this course, participants will be able to:
Describe key motor speech characteristics associated with childhood apraxia of speech.
Explain how melodic intonation therapy principles may support speech production.
Identify therapy activities that incorporate rhythm, melody, pacing, and repetition.
Instructional Methodology
Lecture, demonstration, case examples, and therapy-planning activity.
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: 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-Ordered Agenda
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
CEU Chat & Chew Course 6 with S’moia Crisp
Navigating Advocates, Attorneys, and Unfamiliar Settings
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
Course Description
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.
Full Course Description
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.
Learner Outcomes
At the conclusion of this course, participants will be able to:
Describe the roles of advocates, attorneys, families, schools, and providers in complex service delivery situations.
Identify communication strategies for participating in high-stakes meetings.
Apply documentation and professionalism strategies when navigating unfamiliar settings.
Instructional Methodology
Lecture, scenario-based discussion, case study, and reflection activity.
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: 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-Ordered Agenda
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
CEU Chat & Chew Course 5 with Vaughn Thompson
Unexpected Patterns in Bilingual Language Development
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
Course Description
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.
Full Course Description
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.
Learner Outcomes
At the conclusion of this course, participants will be able to:
Describe common patterns of bilingual language development.
Differentiate between language difference and possible language disorder.
Identify responsive considerations for assessment and intervention with bilingual learners.
Instructional Methodology
Lecture, case examples, clinical decision-making activity, and discussion.
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: 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-Ordered Agenda
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
CEU Chat & Chew Course 4 with Andrea Reuben
Schema, Culture, and Interests in Language Therapy
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
Course Description
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.
Full Course Description
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.
Learner Outcomes
At the conclusion of this course, participants will be able to:
Explain how schema and background knowledge influence language comprehension and expression.
Identify responsive strategies for improving language therapy participation.
Modify language-based activities to reflect a client’s interests, experiences, and communication needs.
Instructional Methodology
Lecture, case examples, interactive discussion, and therapy-material adaptation.
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: 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-Ordered Agenda
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
CEU Chat & Chew Course 3 with Damaris Morris
Voice in Action: Practical Strategies for Speech-Language Pathologists
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
Course Description
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.
Full Course Description
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.
Learner Outcomes
At the conclusion of this course, participants will be able to:
Identify common vocal behaviors and concerns that may affect communication.
Describe strategies that support vocal hygiene, awareness, and functional voice use.
Select appropriate clinical considerations for supporting individuals with voice-related needs.
Instructional Methodology
Lecture, interactive demonstration, clinical scenarios, and discussion.
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: 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-Ordered Agenda
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:
Explain the purpose of Response to Intervention and Multi-Tiered System of Supports in school-based practice.
Describe the speech-language pathologist’s role in consultation, intervention, and progress monitoring.
Identify documentation strategies that support team decision-making for students with communication concerns.
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
CEU Chat & Chew Course 1 with Brian McDaniel
Evidence-Based Practice in Action: Movement, Motivation, and Carryover
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
Course Description
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.
Full Course Description
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.
Learner Outcomes
At the conclusion of this course, participants will be able to:
Describe how movement, motivation, and meaningful carryover support functional communication outcomes.
Identify evidence-based strategies that increase engagement and participation during therapy.
Apply at least two strategies to promote generalization of communication skills across settings.
Instructional Methodology
Lecture, clinical examples, interactive discussion, and applied reflection.
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: 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-Ordered Agenda
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
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