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Results 51 - 60 of 91
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: In this SIG 4 activity, authors describe ways to (a) increase speech-language pathologists’ comfort with treating stuttering by providing a structured grouping of activities centered around using education, ease, and empowerment (Gore & Margulis); (b) continue using empirical evidence and clinical experience to make informed decisions about assessment procedures for young children who stutter (Singer & Kelly); and (c) provide holistic speech-language therapy services for stuttering using telehealth (McGill & Schroth). Each of these articles provides practicing clinicians ways to gain confidence in their abilities to provide evaluations and treatment across delivery paradigms.
Presenter(s): Jamila M Minga, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Right hemisphere brain damage (RHD) commonly causes pragmatic language use impairments that are most apparent during discourse production. This on demand webinar provides SLPs with guidance on discourse elicitation and evaluation using scripted tasks to help increase clinicians' confidence when assessing and diagnosing communication impairments after right hemisphere stroke.
Presenter(s): Nina A Reardon-Reeves, MS, CCC-SLP, BCS-F; J. Scott Yaruss, PhD, CCC-SLP, BCS-F
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Navigating public school structures to create neurodiversity-informed stuttering assessment and intervention can be challenging for most speech-language pathologists. This session shares practical frameworks for assessment, eligibility, and dismissal decisions for students who stutter.
Presenter(s): Sarah A Cust, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This presentation addresses the underlying neuropathology of ataxia, dysarthria-specific assessment and treatment for degenerative ataxias, and the importance of cognitive assessment and treatment. The presenter highlights recent advances in intervention, including noninvasive brain stimulation.
Presenter(s): MaryAnn Romski, PhD, CCC-SLP; Rose A Sevcik, PhD
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: SLPs who work with individuals with development disabilities across the life span are often confronted with myths that may limit the communication of their clients, students, and patients. This on demand webinar examines some of these myths and how they affect the delivery of communication services and supports. The speakers share evidence and case examples that debunk these myths and explain strategies you may use to change perceptions.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: In this SIG 4 activity, authors detail the myriad of ways that stuttering can influence aspects of life, from parents’ differing perceptions of their child who stutters (Mostafa, St. Louis, El-Adaway, Emam, & Elbarody), to completion of turns by people who do not stutter when the person who stutters experiences stuttering (Kondrashov & Tetnowski). These articles help readers understand the pervasive nature that stuttering exerts on the lives of people who stutter across the lifespan.
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: The theme for this SIG 14 course is multicultural considerations in language assessment and autism screenings. Specific topics include: assessing article production accuracy in an Arabic-English speaking child as well as examination of the utility of the Vietnamese language version of the Modified Checklist of Autism in Toddlers-Revision with Follow-Up (M-CHAT-R/F) for screening Vietnamese children for autism risk.
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.”
Presenter(s): Brent E. Archer, PhD, CCC-SLP, LSVT Certified; Jamie Azios, PhD, CCC-SLP; Suma Devanga, PhD, CCC-SLP; Julie A. Hengst, PhD, CCC-SLP; Marion C. Leaman, PhD, CCC-SLP; Paul Prior, PhD; et al.
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: This course explores Innovating & Situating Practice in Rich Environments (InSPiRE), a novel approach to aphasia intervention. InSPiRE works with clinicians to recognize discourse patterns typical of restricted and rich environments and to apply discourse practices strategically, both to enrich clinical activities and to promote improved communication between individuals with aphasia and their everyday communication partners. The speakers discuss interactional research and practical strategies for topic management, contingent responses, shaping conversational narratives, creative use of collaborative referencing techniques, and other methods for creating rich communicative environments. This course – part of the SIGnature Series – was developed by SIG 2: Neurogenic Communication Disorders.
Credit(s): PDHs: 7.0, ASHA CEUs*: 0.7
Summary: This journal self-study course addresses the effectiveness of various aphasia treatments, a topic that many researchers explored at the 51st Clinical Aphasiology Conference (CAC) in North Carolina. Published in a special issue of the American Journal of Speech-Language Pathology, these articles examine specific interventions for particular patient populations, including individuals with stroke-induced aphasia, those with acquired apraxia of speech, those with anomia, and those with Alzheimer's dementia.
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