4/20/15

Special Agents of Change Spring 2015 Webinar Series

The New Science of Learning: WATCH
WEBINAR Trip Hawkins & Janice Toben, M.Ed.
Effective Approaches for Older Students ONLINE How Games Can Help Children with Special Needs Develop Critical Life Skills

WATCH
Dr. Shari Robertson
with Autism and Attention Disorders WEBINAR
ONLINE How to Become a Change Agent for Better Readers With Early Collaborative Partnerships

Apr 21 Dr. Martha Burns

Presenter: Martha S. Burns Ph.D. Scientific Learning Corp & Northwestern Univ 10AM PT
1PM ET The New Science of Learning: Effective Approaches for Older Students with Autism & Attention Disorders
University Moderator: Clay Whitehead Co-CEO and Co-Founder, PresenceLearning
May 21
10AM PT Dr. Frances Stetson
1PM ET Five Easy Ways to Fail in Education

Watch the webinars at plearn.co/change-2015

#SPEDAhead April 21, 2015 #SPEDAhead

Martha Burns PhD The New Science of Learning:

Effective Approaches for Older
•! Over 40 years practicing speech
language pathology
Students with Autism and Attention
Disorders
•! On the faculty of Northwestern
University, department of
communication sciences and aa
disorders
•! Consultant to The Rehabilitation
Institute of Chicago for 35 years
•! Dr. Burns is a Fellow of the American
Speech-Language-Hearing Association
•! Dr. Burns has authored 3 books and
over 100 book chapters and articles
#SPEDAhead #SPEDAhead

Why This Topic is Important The Latest Brain Science

New brain science helps us understand how and why: How does the latest brain science
o! Brain maturation differences among some students inform us about how we can …?
affect learning o! Individualize services
o! Attention and self regulation pose primary learning o! Help our students
challenges in the adolescent o! Pay closer attention to oral instruction
o! Educational services can be individualized to meet o! Develop self-regulation skills
each student’s unique needs o! Complete assignments on time
o! Meet educational goals

#SPEDAhead #SPEDAhead

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Learning Outcomes
o! Know how to apply new research on the
neuroscience of autism spectrum and attention
disorders in older students
o! Understand how instructional and technological
interventions can maximize auditory attention in the
classroom and drive better results.
Understanding brain maturation
o! Be able to implement instructional tools and
methods to enhance self-regulation skills and decrease
behavioral management issues in the classroom

#SPEDAhead #SPEDAhead

Moving beyond the older

anatomical view of the human
brain, here’s Brodmann’s area map
and colored outlines by process.

#SPEDAhead #SPEDAhead

Networks in the Brain

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Understanding Network Theory: “Neurons that Understanding Networks Requires

Fire Together Wire Together in Networks.” Understanding How Regions are Connected:
The Neuronal Communication System

Tracts Mature at Different Rates

Lebel, et al. 2008

Lebel, et al. 2008

So What is Autism Spectrum Disorder? The Bottom Line

Most brain research indicates that the brains of ASD is a very complex neurological
children with ASD mature differently
o! Long association fiber tracts do not mature like those of typical disorder that is caused by genetic
children (see especially Wolff et al, 2012) for complex reasons: mutations that have various negative
o! Certainly genetics play a role – ASD is a polygenetic disorder
(see especially Sanders, 2013 and State and Levitt, 2011) effects on brain development and
o! Synaptic pruning deficits may lead to this altered maturation (Tang,
G. et. al. 2014)
maturation
o! Hormonal disregulation that may increase inflammation
and cell death has been identified in boys with ASD
(Al-Zaid et al., 2014)

#SPEDAhead #SPEDAhead

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Identification of multiple De Novo Newly Born

mutations in the same gene reliably
distinguishes ASD risk-associated
mutations (Sanders et al., 2013)

So what might these

genetic mutations do?

#SPEDAhead

Trajectories of Mean Fractional Anisotropy for High-Risk

Groups, Limbic (Fornix) and Association (ILF and
Uncinate) Fiber Tracts (J. Wolff, et al 2012)
Conclusions (Wolff et al, 2012)
o! The core behavioral manifestations of ASD are
due to atypical patterns or connectivity that…
o! Differ across systems and time
o! Are not specific to one brain region or behavioral
domain

#SPEDAhead

Dendritic Spine Pruning Defect Early Identification:

in the ASD Brain (Tang et al, 2014) Karen Pierce, UC San Diego
o! Increased dendritic spine density with reduced o! 5 minute checklist for pediatricians
developmental spine pruning in layer V pyramidal (April 28, 2011 Journal of Pediatrics)
neurons in postmortem ASD temporal lobe o! 10,479 babies screened at one year checkups
o! Layer V pyramidal neurons are the major excitatory neuron
o! 24 questions
o! Enhanced local excitatory connectivity, a feature of ASD,
is proposed to … o! Accurately predicted problems in 75% of children
o! Cause failure in differentiating signals from noise o! False alarms for 25%
o! Prevent development of normal long range cortical-cortical
and cortical-subcortical communications
o! And, underlie neocortical excitation/inhibition imbalance

#SPEDAhead #SPEDAhead

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Pierce, continued
!! Lack of shared attention – babies should try to
pull your attention to their world
!! Lack of shared enjoyment – may smile at mom
but not engage if other people play peek-a-boo
!! Repetitive behaviors – like spinning a car
wheel rather than playing with the car
!! Language problems seen with any of the above
#SPEDAhead
And, the best news!
Because ASD affects white matter development
— educational, speech and language, OT and
social interventions drive neuroplastic changes
in the white matter development
Education and intervention do work!
#SPEDAhead
Attention: Typical Maturation Allows for Changing
from Global to Focused (Selective Attention)
Attentional maturation depends upon
maturity of the dorsolateral prefrontal cortex
—It is a core component of cognitive control
#SPEDAhead
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Autism Treatment in the First Year of Life
A Pilot Study of Infant Start, a Parent-Implemented Intervention
for Symptomatic Infants (Rogers 2014)
12-week, low intensity parental intervention
o! 4 matched control groups
o! Maintained skills after treatment ended.
o! Treated group of infants
Results
o! Significantly more symptomatic than most
comparison groups @ 9 months of age.
o! Significantly less symptomatic than the
two most affected groups between 18 &
36 months.
o! At 36 months, the treated group had much
lower rates of both ASD and DQs under
70 than a similarly symptomatic group who
#SPEDAhead
did not enroll in the treatment study.
What are the neurological factors
that lead to attentional problems?
#SPEDAhead
But Children With Attentional Problems Also
Exhibit Problems With Cognitive Control!
Two different information-processing systems
in the brain battle for control of our response
to temptation:
1.! Impulses: aimed at immediate gratification
2.! Reason: helps us pursue long-term objectives.
Drains on our cognitive resources, such as working
memory, can render us less able to withstand
temptation.
The dual-systems model of self-control
1.! Failure at low levels of self-control may stem from strong impulses
regions involved in reward (e.g.,ventral striatum)
and social information (e.g., medial prefrontal cortex)
2.! Failure at higher levels (DLPFC) may result from weak control
See especially, Albert &Steinberg, (2011) Too, Wong, Fan and Goo (2014)
#SPEDAhead
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Components of the Dual Systems Model of Self-Control

Components of the Dual Systems Model of Self- – High Level: Dorsolateral Pre-frontal Cortex (DLPFC)
Control – Low Level (Albert & Steinberg, 2011) (Albert & Steinberg, 2011)

Central to the incentive processing system is the
ventral striatum (VS) involved in reward, and the
medial prefrontal cortex (mPFC) especially involved
in aspects of social processing
—these are integral parts of the limbic system
the early developing, primitive emotional/reward
processing systems of the brain
Prolonged refinements over the course of childhood
(Too et al., 2014) and adolescence (Casey et al, 2008)
in (DLPFC) and posterior parietal lobe associated with
Cognitive Control are thought to support reasoned
behavior and adolescents’ emerging capacity for
behavior regulation

Posterior Parietal Lobe

DLPFC
Medial Prefrontal Cortex
Ventral Striatum

Diagram adapted from

#SPEDAhead The Human Limbic System #SPEDAhead Smith E & Jonides J, Science (2009)

Plots of grey-matter density (based on data by Gogtay et

al. 2004) illustrate the local grey-matter density in the Components of Cognitive Control Network
mid-dorsolateral prefrontal cortex in red and the
posterior parietal lobe in blue compared with other o! Selective and sustained attention
regions of students with typical brain maturation
o! Working memory
o! Self-regulation
o! Goal setting
Posterior
Parietal Lobe

Mid-Dorsolateral
Prefrontal Cortex

#SPEDAhead

Working Memory Can Be Trained … And

Working Memory When Trained, Helps Reasoning Skills
o! Working memory is your RAM
o! It is closely tied to and can build fluid intelligence
(ability to solve novel problems you have never seen before)

o! It is a core component of executive function

#SPEDAhead Jaeggi, et al., 2008

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How Working Memory Problems Attentional vs Memory or Auditory

Present in the Classroom Processing Problems
o! Slow on multiple choice tests even though o! Poor listener or tunes out (could be an auditory
they know the material processing problem)
o! Re-read passages frequently o! Frequently asks “Huh?” or “What?” when given
o! Trouble with memorization activities but instructions — working memory
get the key ideas
o! Looks around to see what others are doing when teacher
o! Take much longer to complete homework provides instructions — working memory or APD
and in class assignments
o! Word-finding problems o! Fidgets, impulsive, intrusive, yells out answers, lack of
self control — ADHD
o! Problems with spelling

#SPEDAhead #SPEDAhead

Understanding the Adolescent Brain

Crone and Dahl (2012)

o! The social and affective changes of adolescence

begin early (near the onset of puberty)
o! They appear to peak in mid-adolescence
o! They influence behavior, decisions and learning
throughout several years of adolescent experiences
Particular issues that effect
o! These social and affective influences interact with a
education of the older student broader set of changes in cognitive control and social
cognitive development, which includes the
acquisition of social and cognitive control skills that
develop gradually across adolescence.!

#SPEDAhead #SPEDAhead

Summary: Cognitive Differences in the

Adolescent Brain – Lower Levels Prevail
Understanding Adolescence as a o! Impulsivity is strong and inhibitory control is weak
Period of Social-Affective o! Preference for decisions that provide an immediate reward
Engagement & Goal Flexibility o! Learning and prediction from errors is reduced
Crone and Dahl (2012) Nature Reviews Neuroscience. 13(9) 636-650
o! Emotion highly impacts decisions
o! Social influences highly impact decision-making

Blakemore and Robbins, Nature Neuroscience, 15:9, 2012

#SPEDAhead #SPEDAhead

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Part II
Classroom Activities &
Intervention Tools for Middle &
High School Students
So what can educators
do about all of this?

#SPEDAhead #SPEDAhead

Cognitive Control Cognitive Control in the Classroom

Teaching goal setting works the best with major projects Phrase goals in terms of incentives or advantages rather
and assignments … than penalties for being late helps students learn to self-
o! Rather than assigning a due date, try giving incentives for reinforce goal attainment
steps achieved or project completion before the due date
o! Due June 21 – but five extra points for full outline of report o! Some of your students are so used to being penalized
received before May 15; 5 extra points for first two sections of for being late, that it becomes the status quo for them.
project received before May 25; 5 extra points for four out of five
sections of project received before June 15 o! Knowing what incentives work best (eg. group pizza
OR parties if everyone gets something in on time, or personal
o! Due June 21 – but ten extra credit points are added for students bests) can be very effective ways of changing behavior
who hand their projects in more than a day early
o! Try a sign-up sheet where students sign up for a due date
with specific advantages for earlier sign up and/or earlier
dates

#SPEDAhead #SPEDAhead

Take Aways from Research

(see especially Blakemore and Robbins 2012 and Crone & Dahl 2012) Four Quadrant Model of Facilitated Learning

When teaching adolescents … Adapted from Gerber, C.,

o! They are impulsive and emotional, so reward patience. Ziviani, J., and Rodger S.
(2007) The Four Quadrant

1 2
o! Their brains are designed to be overly responsive to
Model of Facilitated Learning
rewards and peer influence, so use socially safe
rewards. (Part 2): Strategies and
Applications. Australian
o! They are extremely flexible in goal setting, they will
Occupational Therapy
change instantly under peer pressure, so minimize peer
Journal, 54, S41.
influence through carefully selected group work.
o! A teacher’s praise may have a social cost, so use other
rewards (especially tangible, eg. access to a video
3 4
game).
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Therapist Initiated
(early stages or low functioning students)

Developing Learner Strategies

Task Specification Decision Making
Framing: Determining the most important key points
Explicit Instruction and Explanation Higher-Order Questions
Demonstration Feedback o! Determining what the teacher is looking for
Lower-Order Questions Prompts o! Use headings, chapter questions, illustrations to guide
Interventions Think-Aloud Modeling
outlines and study
Direct Indirect
Mnemonics: helpful for memorizing key points
Key Points Automaticity Autonomy Verbal Self-Instruction: difficult for language impaired and
Framing Mental Imagery
students with ASD
Mnemonics Self-Instruction Visual Cues: best for language impaired & children w ASD
Verbal Self-Instruction Self-Questioning
o! Flash cards
Visual Cues Self-Monitoring
Self-Prompting Problem Solving o! Graphic organizers
Automaticity o! Self-Prompting
Learner Initiated Four Quadrant Model, Greber et al 2007 #SPEDAhead

Some Added Considerations Middle School – Importance of Routines

With respect to risk taking – remember: o! You are still the students’ frontal lobes but ! the
goal is emergence and gradual assumption of
o! You see the risk – the student sees the reward
independence
o! When students know what to expect they can focus
For students on the autism spectrum, social skills on learning with fewer EF demands
require executive functions as well
o! Establish routines to aid expectations
o! Meta-cognition for taking the perspective of others
o! Develop techniques to welcome students to the classroom:
o! Flexibility for adjusting to wants and needs of others Try standing at the door and directing each student as they
enter to take out warm-ups or materials to be used at the
o! Emotional control for handling social embarrassments start of that class
Daily Schedule
and rejection Mon
Tu
We
Th
Fr

#SPEDAhead #SPEDAhead

End of Class Routines Activities That Build Selective Attention

o! Listening for specific details such as: how
Establish routines at the end of the class or day that
many times the word _____ is used in a news
provide comfort, direction and closure
cast, audio book, video, etc.
o! “You have ten minutes to finish team work and clean up”
o! “Where’s Waldo”-type visual search activities
o! “Please watch the clock – we will spend the last five
o! During book reports or oral classroom
minutes closing together”
presentations provide a post-activity prize for
o! “When finished with your assignment spend the last five specific details students recall
minutes writing a headline to summarize your thoughts”

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Ways to Enhance Classroom Attention

Working Memory Training Improves Reading
(Listening) Outside of the Classroom
Processes in Typically Developing Children
o! Listening activities
o!Audio books with periodic comprehension questions
(without the written book to follow along)

o! Following complex oral directions

Sandra V. Loosli Martin

Buschkuehl Walter J. Perrig
Susanne M. Jaeggi
Volume 18, Issue 1, 2012

#SPEDAhead

Supporting Students Who Need More

Help Planners
Specific Interventions for Specific Targets o! Entries for every class – including none
o! Planners o! Long term projects, due date entered sideways
o! Materials o! Long term projects, workdays assigned
o! Trapper Keeper o! 1-10 confidence scale for tests
o! 1 – I don’t understand material at all
o! Locker Organizers with weekly checks
o! 10 – I will ace this test
o! Google Docs or email to self to backup
o! 8-9 ready for test
o! TIGERS folder (for younger or students with o! Thursday grade checks – student asks teacher
greater disabilities o! Time to get missing assignments in or improve poor quality assignments
o! Reading o! Thursday note to teachers – “Is everything in and passing? Is there
o! Warm-ups anything I need to do?”
o! $10 words o! Sunday weekly preview with parents or Friday pm weekly preview with
interventionist
#SPEDAhead #SPEDAhead

Student Planner
Mon Tues Wed Thur Fri Sat
Managing Timelines with Planners
English
o! Keep dates visible and break down projects into
smaller chunks
Math
o! Start with adult supervision and guidance
Science o! Then “deconstruct the scaffold” and allow the student
more control of the planner content and process

Social
Studies

#SPEDAhead

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TIGERS Folders = Take Initiative: Get

Everything Ready for School
For younger or more severely impaired students
o! Special homework folders
o! Place daily work in one pocket and homework
in the other pocket
o! Be consistent and organize every day

From Jossey-Bass, 2013, Boosting Executive Skills in the Classroom

#SPEDAhead

Specific Interventions for Specific There Are Technological Alternatives with

Targets: Reading High Quality Research to Support Benefits

Neuroscience approaches can enhance attentional and

Org of Planning Working Task Task Emotional
Material and Org Memory Monitoring Initiation & Control memory skills in all children
Completion
Warm up " "
o! Technological approaches:
o! Fast ForWord
Reasoning " " "
o! CogMed
Highlight " " " "
$10 words
texts
o! Brain HQ (adolescents)
$10 words " " " " "
stories

$10 words " " " " "

assign.

#SPEDAhead

Specific Interventions for Specific

Targets: Writing

Org of Planning Working Task Task Emotional

Materials & Org Memory Monitor Initiation & Control
Completion
Warm up 7 " "
min writing
samples

Enhancing literacy and writing Checking

work
" " " "

skills in the older student

COPS
Organizing " " v "
Inspiration
Software

#SPEDAhead

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Warm Up 7-Minute Writing Checking Your Work (COPS)

o! Write for an entire seven minutes, even if they Capitalization
have to make up a new topic to continue
o! Double space work as a reminder that all are Overall Sound
first drafts with room for improvement
Punctuation
o! Focus on “talking on paper” – to simplify the
task and use own writing voice Spelling
o! Count number of words

#SPEDAhead #SPEDAhead

MS Level Book Report

Graphic Organizers
o! Can be used to visualize and organize information
o! Often used as prompts for students to fill in the blanks
o! Benefits
o! Help structure writing project
o! Encourage decision-making
o! Enhance classification of ideas and communication
o! Allow students to examine relationships
o! Guide students in demonstrating their thinking process
o! Help students increase reading comprehension
o! Ease brainstorming
o! Encourage organization of essential concepts and ideas

#SPEDAhead

Emotional Regulation Emotional Regulation:

(Dawson and Guere, 2010) Putting Things in Perspective
o! For teens –anything that arouses emotion o! Children with ASD, especially Asperger’s
may appear to over or under react to
o! Fear of social rejection different situations
o! The need to look cool o! Reviewing the concept of “Putting things
o! Disappointing someone in Perspective” can be helpful

o! Disagreements with parents o! Make hierarchy of problems

o! Can lead to hot (not rational) thinking o! Discuss severity of problems

o! www.guilford.com/guare-forms o! Discuss how to express opinions as
they relate to perspective

#SPEDAhead #SPEDAhead

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Self-Knowledge Emotional Awareness

o! Who I am? o! Emotion vocabulary
o! Moods (positive and negative) o! Emotions and causes
o! Beliefs o! Feeling are ok, even if we don’t like them
o! Opinions o! Asking for help
o! Opinions of others o! Practice Identification of own emotional state
o! Desires (things, events, actions, people!) o! Practice expressing own emotional state
o! Sensations (pleasant and unpleasant) o! Problem solving as related to emotional difficulties
o! Personality – How am I different from other people

#SPEDAhead #SPEDAhead

Problem Solving w Emotion Vocabulary Person Perception

Do social stories/choices for behavior for different feelings o! Forming impressions of other people
Example: o! Using observations of behavior to make inferences
o! When I feel angry I can: o! Understanding motivation and how it affect people

o! Ask for help o! Practice drawing inferences about the personality

and the emotional states of others
o! Take a break o! Explain the nonverbal cues used to drawing
o! Go for a walk inferences about others
o! Practice interpreting nonverbal cues

#SPEDAhead #SPEDAhead

Mind Reading Social Skills: Michelle Garcia Winner

The Interactive Guide to Emotions - Version 1.3

Simon Baron-Cohen
http:///mindwww.jkp.comreading/demo/index.php
www.socialthinking.com

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Theory of Mind Goal Setting

o! Practice false-belief tasks o! Big Dreams can be overwhelming to a teen
o! Discuss others people’s ideas, thoughts, wants, or young adult causing procrastination
needs, emotions, and intentions
o! To break goals down into workable segments
o! Practice forming hypotheses about others’ ideas,
try Backwards Goal Design (from Jensen and
thoughts, wants, needs, emotions, and intentions
Snider, 2013)
o! Play games in which one person knows something
the other doesn’t

#SPEDAhead #SPEDAhead

Goal Setting (Jensen & Snider, 2013) Key Takeaways

o! Early and purposeful intervention we now know can
really enhance brain development and create a more
HS Coach
typical brain.
o! Consistent collaboration is essential.
Study for SS test ! College BA
hour today

HS grades
o! REWARD REWARD REWARD!
SAT
ACT
College o! Take advantage of all the free resources.
Application
Weekly planner – SS
test – get A or B

B in Science & Social Studies

A in Phys Ed & Math

#SPEDAhead

Resources (1 of 3)
Q&A Albert, D. & Steinberg, L. (2011) Judgment and Decision Making in Adolescence.
JOURNAL OF RESEARCH ON ADOLESCENCE, 21(1), 211 – 224

Beaudet, A. (2012) Preventable forms of Autism? Science 338, 342-343

Buie, T., et al. (2010) Evaluation, Diagnosis, and Treatment of Gastrointestinal Disorders in
Individuals With ASDs: A Consensus Report Evaluation, Diagnosis, and Treatment of
Gastrointestinal Disorders. Pediatrics 2010;125

Buxbaum, J. (2012) The Autism Sequencing Consortium: Large-Scale, High-Throughput

Sequencing in Autism Spectrum Disorders. Neuron 76, December 20,
Crone and Dahl (2012) Nature Reviews Neuroscience. 13(9) 636-650

Dolen, G. (2013) Social Reward requires coordinated activity of Nucleus Accumbens Oxytocin
and serotonin. Nature 501, 179-184

Gorrindo, P et al . (2012) Gastrointestinal Dysfunction in Autism: Parental Report, Clinical

Evaluation, and Associated Factors International Society for Autism Research, Wiley
Periodicals, Inc.

Wolff, J. et al., (2012) Differences in White Matter Fiber Tract Development Present from 6 to
24 Months in Infants with Autism. Am J Psychiatry. June 1; 169(6): 589–600

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Resources (2 of 3) Resources (3 of 3)
Iossifov, I et al. (2012) De Novo Gene Disruptions in Children on the Autistic Specturm.
Neuron 74:2, 285-299.
Guare, Richard, and Peg Dawson. Smart but
King, I. (2013) Topoisomerases facilitate transcription of long genes to autism. Nature 501,
September 5. 58-62
Scattered Teens: The “Executive Skills”
Program for Helping Teens Reach Their
“Mind Reading: Demo.” Jessica Kingsley Publishers. Web. <http://www.jkp.com/mindreading/ Potential. New York: Guilford, 2013. Print.
demo/index.php>.
http://www.guilford.com/guare-forms
“Michelle Garcia.” Social Thinking. Web. <www.socialthinking.com>.

Plasschaert, R & Bartolomei (2013) A long genetic explanation. Nature 501, September 5, 36-37
Sanders, S. (2013) De Novo mutations revealed by whole exome sequencing are strongly
associated with autism. Nature 485, 237-241 Kahn, Joyce, and Margaret Foster.
State, M & Levitt P The conundrums of understanding genetic risks for autism spectrum disorders. Boosting Executive Skills in the
Nature Neuroscience VOLUME 14 | NUMBER 12 | DECEMBER 2011 1499 Classroom: A Practical Guide for
Educators. Print.
Strang, N., Chein, J. & Steinberg, L. (2013) Frontiers in Human Neuroscience. Article 223, Vol. 7
Underwood, E.(2013) Alarm over Autism Test. Science 13 September: 1164-1167

Special Agents of Change Spring 2015 Webinar Series

WATCH
Trip Hawkins & Janice Toben, M.Ed.
Substantial Bonus for SLPs & OTs Available Now! WEBINAR
ONLINE How Games Can Help Children with Special Needs Develop Critical Life Skills

WATCH
WEBINAR Dr. Shari Robertson
ONLINE How to Become a Change Agent for Better Readers With Early Collaborative Partnerships
PresenceLearning has immediate opportunities (FT & PT) for:
SLPs & OTs School Social Workers and Psychologists Special Ed Teachers
WATCH
WEBINAR Dr. Martha Burns
ONLINE The New Science of Learning: Effective Approaches for Older Students with Autism & Attention Disorders

May 21
10AM PT Dr. Frances Stetson
Refer your colleagues: 1PM ET Five Easy Ways to Fail in Education

plearn.co/apply-to-pl Watch the webinars at plearn.co/change-2015

#SPEDAhead

What to Expect Next

PresenceLearning will email you in the next few days:
•! Certificate of Attendance for all attendees
•! Link to the recording of the webinar & follow-up materials
PresenceLearning.com
For ASHA CEU credit, PresenceLearning will submit:
•! Webinar participation information to ASHA for people who have PresenceLearn
provided valid ASHA membership ID & contact info
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•! No further action required on your part!
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#SPEDAhead April 21, 2015 #SPEDAhead April 21, 2015

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