The Adolescent Brain: Applications for Clinical Management (Part 2)

presented by Martha S. Burns, PhD, CCC-SLP, ASHA Fellow

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Financial: Martha S. Burns receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.

Nonfinancial: Martha S. Burns is a neuroscience professor in communication sciences and disorders.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

MedBridge is committed to accessibility for all of our subscribers. If you are in need of a disability-related accommodation, please contact [email protected]. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.

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Video Runtime: 39 Minutes; Learning Assessment Time: 21 Minutes

This two-part course will apply new research on brain organization and maturation in adolescents to intervention approaches. The focus of Part 2 will be application for treatment of language, communication, and cognitive limitations associated with neurodevelopmental disorders in adolescents. The content is helpful for reading, language, and learning disability specialists working with adolescents in academic or private practice settings.

Meet Your Instructor

Martha S. Burns, PhD, CCC-SLP, ASHA Fellow

Dr. Martha S. Burns has been a practicing speech-language pathologist in the Chicago area for more than 40 years. She serves on the faculty of Northwestern University, department of communication sciences and disorders, and has been a consultant to the Rehabilitation Institute of Chicago for 35 years. Dr. Burns is a fellow of the American…

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Download the learning objectives for The Adolescent Brain: Applications for Clinical Management (Part 2).

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1. Approaches to Clinical Management of Adolescents With Cognitive and Communication Disorders

Chapter 1 reviews approaches for developing vocationally appropriate and/or college-appropriate goals for adolescents. The course will describe application of a dynamic coaching model to increase motivation and task completion. The consideration and inclusion of vocationally appropriate and college-appropriate goals assures adolescent interventions are tied to personal and employment success.

2. Managing Adolescent Behavioral Issues

Chapter 2 reviews evidence-based executive function interventions to augment oral and written language skills in adolescents, with specific emphasis on organizational, error monitoring, goal setting, and self-monitoring strategies. Backwards goal setting will be reviewed as a method to enhance teen adherence and commitment to therapeutic goals. These strategies have been shown to enhance therapeutic motivation and cooperation.

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