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Results 11 - 20 of 39
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: This SIG 16 Perspectives course highlights novel approaches to eligibility decision-making, intervention, and the roles and responsibilities of school-based SLPs. Articles discuss how to utilize a design thinking framework when making eligibility recommendations for children with oral and written language disorders; using electropalatographic therapy for the remediation of speech sound disorders; and ideas of how to prepare to be a fact witness or an expert witness if called to testify in a special education dispute or civil litigation case.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: This course is based on a recently published SIG 1 Perspectives forum, Language Sample Analysis Tutorials. The articles in the forum focus on three types of language sample analysis and best practices for conducting them utilizing the Computerized Language Analysis (CLAN), Systematic Analysis of Language Transcriptions (SALT), and Sampling Utterances and Grammatical Analysis Revised (SUGAR).
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: This SIG 16 Perspectives course includes recent research that focuses on the relationships between SLPs and other school professionals. Articles explore the collaborative relationship between SLPs and classroom teachers; teachers' perspectives and the SLP’s role in supporting students with autism in the classroom; and school principals' perspectives, including their perceptions of integrated classroom-based services (ICBS).
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: This course focuses on best practices, perspectives, and challenges in the assessment and intervention of developmental language disorders in culturally and linguistically diverse (CLD) populations. The articles discuss resources to interpret and use common standardized language assessments in English for CLD school-age youth; increasing Spanish-speaking caregivers’ use of language-promoting strategies in everyday activities with infants and toddlers; and treatment of bilingual children to promote progression in both languages.
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: This SIG 9 Perspectives course includes three articles from a forum on pediatric hearing health care disparities. The articles discuss barriers to follow-up in Early Hearing Detection and Intervention (EHDI) programs; systematic evaluation of family barriers to care; and the principles and implementation of trauma-informed care in pediatric hearing health care.
Credit(s): PDHs: 6.0, ASHA CEUs*: 0.6
Summary: This SIG 10 activity focuses on student perceptions and experiences. In the first article, the experiences of SLP graduate students who previously worked as Speech-Language Pathology Assistants are compared with students who did not come into their programs with such experience. Implications for prospective students and program development are discussed. Next, authors investigate experiences of students and graduates of clinical doctorate programs, including the application process, their career goals and outcomes, and their general reflections on their decision to pursue the doctor of speech-language pathology degree. Third, authors present an examination of SLPs’ perceptions of graduate students in CSD who speak with vocal fry (a low-pitched, grating voice quality). Finally, in a mixed-method study, graduate and undergraduate students participate in a learning-by-teaching experience in two CSD courses. Three years of data is presented.
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: This SIG 16 activity includes recent research that focuses on providing SLPs with strategies to implement research-based and evidence-based interventions in schools. Articles examine training in research-based behavioral interventions and their implementation; the shift from a reactive, practitioner-based model of support in assistive technology to a proactive, team-based coaching model for students with complex communication needs; and the challenges and opportunities school-based SLPs face regarding the implementation of research-based interventions within multitiered systems of support (MTSS).
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: In this SIG 10 activity, Farrugia explores the preparatory experiences of SLPs working in early intervention (EI) in Michigan, as a first step toward understanding how to best prepare students for practice and on-the-job learning in EI. McDaniel, Hessling Prahl, and Schuele provide a tutorial for a PhD Student–Mediated Mentorship Model (PSMMM) used within their lab. The PS-MMM teaches PhD students to be research mentors, encourages graduate clinicians to transition to research and doctoral training, and aims to increase the research experiences available to undergraduate and graduate students. Ronney and Kirby offer a critical review regarding service-learning with audiology students and their clients/patients. They describe best practice and common challenges to inform future research. Finally, Brackenbury and Kopf describe how game-based learning can facilitate student and client instruction through increased motivation and engagement, including suggestions for implementation in classroom and clinical settings.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: This SIG 10 activity explores the use of simulation and artificial intelligence (AI) in communication sciences and disorders (CSD) programs. Articles focus on the importance of debriefing during simulated clinical experiences; students’ self-efficacy ratings for aphasia assessment and treatment after participation in a simulated aphasia escape room; and the use of ChatGPT to teach plain language writing to graduate students in CSD.
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: These SIG 7 Perspectives articles focus on auditory rehabilitation (AR) for adults with cochlear implants. While the benefits of AR in the population are recognized in the literature, service-delivery models are variable, and there is no gold standard approach to developing and implementing a comprehensive AR program. Glade and colleagues provide an overview of clinical models currently being used for the provision of AR for adults with cochlear implants from nine clinics across the country. The article highlights the importance of interprofessional practice in AR and outlines the roles of professionals included on care teams. There is a discussion about barriers to successful implementation of AR programs, including distance to services, and recommendations for potential solutions, such as teletherapy. In the second article, Mosley describes the process of creating and implementing a comprehensive teleaudiology AR program for older adults who use cochlear implants at the University of South Alabama Speech & Hearing Center.
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