Assessment and Intervention of Communication in Children 0-3 Years: A Developmental Approach
Date: Friday, May 9, 2014
Course #: W760
Time: 9 a.m. - 3 p.m.
Credit Available: 0.5 CEUs; 5 SWCEUs; Approved by The Illinois Early Intervention Training Program for 1.0 hour in Assessment, 1.0 hour in Atypical Development, 2.0 hours in Intervention, and 1.0 hour in Typical Development
Children learn language in the context of spontaneous, social interactions, making language acquisition embedded in the affective, cognitive, and social domains. However, language comprehension is often overlooked in assessments. Developing effective assessment and intervention strategies requires a critical understanding of developmental communication milestones. Participants will learn about the impact of the developmental process on comprehension and verbal expression in infants and toddlers, as well as synthesize intervention strategies with other important principles of motor, cognitive, and social/emotional development.
Instructors:Sherri Cawn, M.A., CCC-SLP
Cawn is clinical director of Cawn-Krantz and Associates Developmental Therapies of suburban Chicago, and has 40 years of clinical pediatric experience specializing in the assessment and treatment of infants, toddlers, and school-age children. She is a leading practitioner of the DIR/Floortime® model in speech and language development and trains other professionals throughout the US and overseas on the concepts of this model. Sherri is the author of the self study DVD/Manual on the Assessment and Intervention of DIR/Floortime produced by the American Speech and Hearing Association in 2011.Sherri is co-author of Language Disorders chapter in the Diagnostic Manual for Infancy and Early Childhood. Sherri is a senior faculty member of the DIR Summer Institute and on the advisory board of the Interdisciplinary Council on Developmental and Learning Disorders and the Erikson Institute of Infant Mental health. She received her graduate and undergraduate degrees from the University of Illinois.