Sessions at Using a Strengths-Based Approach in Schools

Pre-recorded sessions will be on demand and last about an hour, so you can watch them at your convenience during the 13-day conference! 

A Strengths-Based Approach: What Is It, and Why Now?
Kim Murza, PhD, CCC-SLP

If we believe all students have the right to belong in school, learn alongside their peers, and have the tools they need to be successful, then we need to do some things differently. However, implementing educational inclusion is an extremely complex challenge in our current special education system. In this session, the presenter and participants will consider two distinctly different definitions of inclusion and reflect on how building on individual strengths can serve as a first step to true inclusion.

After completing this session, you will be able to:

• explain how a strengths-based approach aligns with a social model of disability framework
• compare the whole-school, equity-based model for inclusion to the placement-based inclusion model

Maximizing Impact: Leveraging Your Strengths as a School-Based SLP
Shannon Hall-Mills, PhD, CCC-SLP

In this session, the presenter will explore the concept of self-determination for the school-based SLP, helping you identify and understand your unique strengths. The presenter will walk you through reviewing and reflecting on practical strategies for leveraging these strengths to overcome challenges that SLPs commonly face.

After completing this session, you will be able to:

• identify your unique strengths as an SLP
• evaluate strategies to leverage your strengths to maximize your impact

Empowering SLPs: Navigating Teacher Coaching and Consultation
Stephanie Hubbell, MS, CCC-SLP

In this session, the presenter and participants will unlock the secrets to seamless teacher collaboration. The session will delve into strategies that bridge the gap between SLPs and educators, fostering a consultative model that amplifies student success. Key takeaways will include how to gain buy-in from teachers and administrators to make the switch to a more consultative model; tips on reorganizing workload to carve out precious moments for impactful teacher coaching; and specific coaching formats and strategies to make an immediate impact.

After completing this session, you will be able to:

• write a sample IEP goal that include dosage and format to allow for push-in and consultation services
• draft a sample email to a teacher requesting a planned push-in or observation session that is responsive to their needs and schedule
• create a task analysis of the speech, language, and social communication skills that are required complete a sample academic task

Using Your Strengths for Supervision
Melissa Edrich, EdD, CCC-SLP, and Erin Beasley, MS, CCC-SLP

This session will examine clinical supervision of graduate students, speech-language pathology assistants (SLPAs), and clinical fellows (CFs) in a school-based setting. The presenters will discuss setting expectations, considering communication differences, and managing conflict. They will share videos and resources to help SLPs improve their knowledge and skills as clinical supervisors.

After completing this session, you will be able to:

• name three actions a supervisor can take to improve the supervisor-supervisee relationship
• identify two benefits of providing specific verbal and written feedback
• utilize the supervisor checklist to improve supervisory skills

Utilizing a Strengths-Based Approach to Writing Goals for Multilingual Students
Seijra Toogood, SLPD, CCC-SLP

This session will explore assessment and goal-writing for multilingual students and students who are English-language learners (ELLs), focusing on typical language development and language impairment. Determining the difference between typical second-language acquisition and developmental language disorder (DLD) continues to be a challenge, and the school-age population is susceptible to overidentification of DLD. This session will discuss incorporating a child's heritage language, using interpreters consistently, and selecting assessments that are normed for multilingual students/students who are ELLs. The presenter will discuss using a strengths-based approach to write SMART (specific, measurable, achievable, realistic, timely) goals based on assessment findings.

After completing this session, you will be able to:

• select culturally responsive evaluation measures for multilingual students/students who are ELLs
• administer culturally responsive and appropriate evaluation measures for multilingual students/students who are ELLs
• compose SMART goals for multilingual students/students who are ELLs

Promoting Autistic Students’ Strengths and Authenticity
Amy Donaldson, PhD, CCC-SLP, and endever* corbin

This session will share tools, evidence, and case studies to support SLPs’ understanding and use of a strengths-based approach to partnering with the autistic community. The presenters will start with a foundational discussion of disability models and neurodiversity. Then they will use that frame of reference as they examine how to use current best evidence to support autistic and nonautistic K-12 students in successful cross-community communication and social interaction.

After completing this session, you will be able to:

• equitably partner with autistic students to co-create intervention goals
• incorporate autistic students’ strengths, authentic ways of relating/communicating, and individual passions
• implement strategies for cross-community communication success within your school

Strengths- and Person-Informed Social Communication Assessment and Supports
Geralyn Timler, PhD, CCC-SLP

This session will discuss the perceived barriers and supports needed for social communication success for school-age children and adolescents with developmental language disorder, attention-deficit/hyperactivity disorder, and/or autism. The presenter will use insights from students and family members as a guide while sharing strengths-based and needs-focused social communication assessment protocols. The presenter will then discuss intervention approaches and strategies that align with assessment results.

After completing this session, you will be able to:

• apply insights from first-person and family member perspectives of social interactions of children with neurodevelopmental disorders to identify potential barriers and desired supports for social communication success
• develop a strengths-based assessment of students’ social communication skills and implement strategies for helping them capitalize on their individual strengths for supporting peer interactions
• administer a needs-focused assessment of children’s social communication skills and implement intervention strategies to address identified needs

Reframe, Reflect, Rehearse: An Executive Functioning & Strengths-Based Approach to Changing Student Behavior
Victoria Bondurant, MS, CCC-SLP, and Joseph Walsh, MS, MEd, CCC-SLP

This session examines a strengths-based approach to managing student behavior along with an emerging school of thought: the intersection of executive functioning and behavior. The presenters will discuss the growing understanding of how children’s brains function and explore novel ideas about how to guide young people into modifying challenging behavior.

After completing this session, you will be able to:

• describe the two overarching categories of executive functioning (self-regulation and execution domains) and pinpoint which of the two directly affects behavior
• describe the intersection of executive functioning and behavior
• use strategies to address behavior that are rooted in a strengths-based approach and an understanding of executive functioning (reframing language, self-talk routines,and metacognitive reflections, etc.)

Stuttering Intervention: Shifting Perspectives and Building Communication Strength
J. Scott Yaruss, PhD, CCC-SLP, BCS-F, and Nina Reeves, MS, CCC-SLP, BCS-SCF

This session will examine the vital role SLPs play in supporting students as they develop self-affirming and positive views about themselves and their communication. The session will present updated messages about stuttering, highlighting the value of a neurodiversity perspective of communication differences and verbal diversity. Presenters will share key concepts for intervention planning and practical ways of helping students recognize and build their strengths as communicators.

After completing this session, you will be able to:

• describe the difference between communication strength and observable fluency
• write treatment goals that focus on communication rather than observable speech fluency
• list two activities for helping students identify their communication strengths

Overcoming Challenges to Communication Assessment and Treatment in Inclusive Classrooms
Nancy Brady, PhD, CCC-SLP

This session will explore methods to assess students’ communication strengths and needs for participation in inclusive classrooms. The speaker will discuss how to write classroom-based intervention goals that utilize the general education curriculum and meaningfully monitor progress. The session will also provide strategies for teaching members of the school team to facilitate communication throughout a child's day.

After completing this session, you will be able to:

• identify barriers and solutions to providing inclusive communication interventions
• assess classroom environments for communication barriers and facilitators
• assess communication strengths in emerging communicators
• write lesson plans to teach paraprofessionals how to implement inclusive communication practices
• write IEP goals that address inclusive communication by children in classroom environments
• advocate for inclusion and access to general education curriculum by all students

Blooming With AAC: Cultivating Communication Through Strengths-Based Approaches
Lauren Enders Gonzales, MA, CCC-SLP

This session will explore how to embrace each learner's strengths and passions—and strive toward an ultimate goal of connection—when implementing AAC with emergent language learners. The speaker will explain the benefits of focusing on strengths rather than fixating on weaknesses; share practical strategies to spot and nurture students' strengths; discuss how this approach can supercharge communication, learning, and independence; and highlight life-changing success stories. Participants will walk away with a digital resource to flip the script and unlock amazing potential.

After completing this session, you will be able to:

• explain two ways a traditional, deficit-based intervention approach can interfere with the development of an AAC learner's intrinsic motivation to communicate
• rewrite a traditional deficit-based goal measuring an AAC learner's compliance or accuracy using strengths-based language with progress measured within natural and meaningful language exchanges
• identify practical strategies to nurture students’ strengths

A Strengths-Based Approach to the IEP Process
Kim Murza, PhD, CCC-SLP

Speech-language pathologists recognize that the students they serve have unique strengths and challenges. However, it can be difficult to use a strengths-based approach when eligibility determination and program planning usually focus on what students can't do. It is only when we acknowledge students' assets and resources that we can support them in pursuing their life aspirations. This session will explore tools for assessment, intervention, and post-secondary planning to help SLPs leverage students' strengths to support areas of need during the IEP process. Note: This session was previously offered as a live webinar—and is currently offered as an on-demand webinar—in the ASHA Learning Pass (course number PD102592).

After completing this session, you will be able to:

• use a context-sensitive, strengths-based assessment process throughout the IEP process
• use a collaborative consultative model to leverage student strengths across settings
• collaboratively write IEP goals and transition plans that focus on self-determination and niche construction

Engaging With Caregivers to Support Communication in School-Age Children
Monique Mills, PhD, CCC-SLP, BCS-CL; Magdalen A. Balz, MS, CCC-SLP; and Daniel Price, PhD

This session will explore how professionals can support school-age children and their families by using a framework that engages community strengths. The speakers will describe the community-informed, strengths-based framework that is grounded in mutual trust, empathy, active listening, and person-centered care planning. The framework can assist school-based clinicians in connecting with underserved communities and delivering more impactful services for students. The speakers will explain recommendations for reframing interactions with children and their families using three case scenarios: evaluating a child who speaks African American English and has developmental language disorder (DLD), examining the role of grandparents in supporting school-age children, and recruiting community health workers to serve families from low-income backgrounds.

After completing this session, you will be able to:

• compare two strengths-based models of care: biomedically informed and community-informed
• identify three key components of a community-informed, strengths-based model based on case scenarios shared in the presentation

"I loved how there were different perspectives on the same subject. I liked the tips and practical strategies that were provided."