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Results 51 - 60 of 678
Presenter(s): Breanna I Krueger, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session provides information about speech sound disorder assessment and eligibility for school-age students. The speaker discusses age of acquisition of sounds as well as evidence for treating late-acquired sounds earlier in a child's development. The session also explores progress monitoring benchmarks for assessing treatment effectiveness.
Presenter(s): Raul F Prezas, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session discusses evaluating and enhancing the phonological systems of multilingual children with highly unintelligible speech. With an emphasis on Spanish-English children, the speaker addresses the assessment of multilingual learners, phonological intervention, target selection, and shared versus unshared sounds from several languages. The session explores specific factors related to stimulability, dialect, and other considerations.
Presenter(s): Maya Henry, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This webinar explores state-of-the-art approaches to assessment, diagnosis, and treatment for individuals with primary progressive aphasia (PPA). The speaker discusses evidence-based restitutive as well as compensatory treatment approaches and highlights new interventions targeting communication dyads and communication partner training.
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: The first two articles in this SIG 19 activity provide information to better our assessment and treatment of individuals in the area of voice, while the latter two articles focus on treatment of individuals in the area of speech production. The authors for all four articles present a review of the literature as well as challenges and future directions. First, Van Hook and Duffy conducted a pilot study to trial the Gender Spectrum Voice Inventory. This article provides a review, discussion of validity, and speech-language pathologists’ perceptions of the inventory in an effort to address a gap in available clinical tools for transgender and nonbinary people. Next, Hammer reviews the relationship between air flow with sound pressure level during syllable production while holding fundamental frequency and subglottic air pressure constant. The results have clinical implications that stress the importance of an increase in air flow and focus on vocal fold contact. Then, Gritsyk et al. describe their study to determine which measures of somatosensory acuity best predicted change in production accuracy during vowel learning tasks while controlling auditory acuity. Results indicate only bite block adaptation with auditory masking was significantly associated with performance. Finally, Zajac et al. discuss their preliminary study that indicated cleft type contributes to production errors, specifically backing, in children with repaired cleft palate. Additionally, a history of otitis media affects the spectral contrast of alveolar consonants in children without clefts.
Presenter(s): Christina E Gildersleeve-Neumann, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session discusses the use of valid assessment practices to differentiate childhood apraxia of speech (CAS) from other speech sound disorders. It also provides a framework for preferred treatment practices that focus on increasing meaningful communication. The speaker addresses working with both monolingual English-speaking and multilingual children with CAS.
Presenter(s): Kristen M Allison, PhD, CCC-SLP; Jenya Iuzzini-Seigel, PhD, CCC-SLP; Ruth B Stoeckel, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar introduces practical clinical decision-making frameworks for evaluating and treating children with dysarthria and illustrates their application through clinical case examples. The course strives to increase SLPs' confidence in evaluating and treating children with dysarthria.
Credit(s): PDHs: 6.5, ASHA CEUs*: 0.65
Summary: This Perspectives activity focuses on the assessment and treatment of school-age students with social language deficits. Articles focus on conversational profiles for students with autism and intervention strategies appropriate for students within each profile; the benefit of using analog tasks with toddlers through adolescents to evaluate social communication abilities and guide intervention; best practices in assessing students with social communication deficits; and how effective commercially available standardized tests are for evaluating the social and pragmatic language deficits of students with social pragmatic communication disorder within and separate from autism.
Assessment for Developmental Language Disorder
Presenter(s): Suzanne Adlof, PhD
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This webinar will provide information to help SLPs feel more confident during the challenging process of assessing and diagnosing children with developmental language disorder (DLD). The webinar will define, compare, and contrast the features associated with various assessment tools and discuss the rationale for different assessments. The speaker will address how to select the best assessment instrument for the particular child and how to utilize information gained to inform clinical decisions.
Presenter(s): Elizabeth D Peña, PhD, CCC-SLP
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: A significant portion of school-age children speak languages in addition to English. To make appropriate diagnostic decisions when there are few available measures, SLPs must conduct assessments that have good classification accuracy and that are culturally and linguistically appropriate. This session addresses questions about assessments for bilingual or multilingual children, such as: How do we know how to select the best test for clinical diagnostic decision-making? What evidence-based procedures can we use? What are appropriate procedures for interpreting assessment results from children who use different varieties of English?This course is a recorded session from the 2022/2023 online conference "Assessment, Eligibility, and Dismissal in Schools: Strategies, Tools, and Decision-Making."
Presenter(s): Shannon M Theis, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Voice disorders in children necessitate a thorough evaluation, including a complete case history and intake, perceptual assessment, acoustic/aerodynamic measurement, and laryngeal visualization. This session discusses low-tech and high-tech voice assessment techniques that school-based clinicians can employ, along with a series of cases that highlight the importance of voice evaluations in a school setting.This course is a recorded session from the 2022/2023 online conference "Assessment, Eligibility, and Dismissal in Schools: Strategies, Tools, and Decision-Making."
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