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Results 51 - 60 of 71
Credit(s): PDHs: 5.5, ASHA CEUs*: 0.55
Summary: This SIG 16 Perspectives course highlights some of the realities faced by school-based SLPs and their students. Articles discuss the challenges that are all too often experienced by SLPs and our students, as well as recommendations for how to increase satisfaction with school-based positions, reduce burnout, and increase the mental health, representation, and motivation of our students.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: In this activity, four recent SIG 10 articles are presented. First, Domsch, Stiritz, and Huff utilized a mixed-methods design to examine the cultural awareness of students in communication sciences and disorders (CSD) during and after a study-abroad experience. Next, Franca, Boyer, and Pegoraro-Krook explored activities designed to promote cultural and clinical competence in a collaboration between CSD programs in the United States and Brazil. Then, Veyvoda and Van Cleave reviewed the literature on service-learning and community-engaged learning, described how these approaches could be used in distance-learning modalities, and explored how doing so could be accomplished during and after the COVID-19 pandemic. Finally, Towson et al. studied the effectiveness of coaching paired with the use of a mixed-reality simulator as CSD students practiced interprofessional communication skills in role-play scenarios.
Presenter(s): Lizbeth Dooley-Zawacki, MS, CCC-SLP, BCS-CL
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: The concept of mindfulness—which can improve professional and personal outlook—focuses on three major features: intention, attention, and attitude. This course answers the question: What if school-based professionals apply the three features of mindfulness to understanding ASHA’s Code of Ethics and daily ethical practice?
Presenter(s): Natalie Snyders, MS, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: School-based SLPs who serve elementary-age students juggle many changing responsibilities. This recorded session from ASHA’s 2021 Schools Connect online conference shares helpful online resources to stay organized and efficient while navigating multiple service delivery scenarios.
Presenter(s): Christina Bradburn, MS, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This recorded session from ASHA’s 2021 Schools Connect online conference provides practical, time-saving strategies for integrating speech and language services into classrooms. The speaker discusses strategies that are easily transferrable to face-to-face and consultative service delivery models, with a focus on specific ideas that SLPs can take back and use immediately.
Presenter(s): Melanie W. Hudson, MA, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: It’s not a matter of "if" but rather "when" the school-based SLP assumes the role of a supervisor. This course explains the key elements of the supervisory process and defines the roles and responsibilities of both the supervisor and the supervisee in the school setting. The speaker discusses relationship development, communication, and the role and influence of supervisory style on supervisee performance and decision-making.
Credit(s): PDHs: 5.0, ASHA CEUs*: 0.5
Summary: This activity focuses on the childhood maltreatment consequences on social pragmatic communication. Based on a complex family and social conception of neglect, a logical model illustrating public health services for children experiencing neglect is proposed. The role of speech-language pathology in prevention, policy, and practice is outlined. The importance of assessing the narrative language of children exposed to complex trauma is also emphasized.
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.
Presenter(s): Debbie Stanhouse, MEd, CCC-SLP, CCM
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session—a recorded session from ASHA’s 2020 Schools Connect conference—focuses on the continued rehabilitation of students with brain injuries through the art of successful transition into the school setting. The speaker addresses how accurate assessment leads to the establishment and implementation of successful intervention plans that include educationally relevant goals. This session is designed to accompany the 2020 Health Care Connect online conference session Initial Assessment and Transition Planning for Youth With Brain Injury. Together, the two sessions address provision of services for the same students across medical and school settings.
Presenter(s): Bridget Allen Chapman, MA, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This session discusses how SLPs in elementary schools can provide comprehensive fluency evaluations and appropriate treatments for their students who stutter. The speaker shares a checklist of skills to assess, discusses the available tools, and outlines treatment activities for children with varied stuttering severity levels. This course is a recorded session from the 2020/2021 online conference “Practical Solutions for Elementary Assessment, Treatment, and Collaboration.”
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