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Results 21 - 30 of 34
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: 4.0, 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: 2.5, ASHA CEUs*: 0.25
Summary: This trio of SIG 13 articles provides information regarding managing and treating dysphagia with adult patients. First, Abrams and co-authors underscore the importance of hydration and discovered that individuals consuming thickened liquids are often at risk for dehydration. Factors to increase fluid intake through different strategies are discussed. Next, Arguello and Kerr discuss the mechanism of a facial burn injury and how it may cause functional impairments that can be directly impacted through early intervention utilizing speech-language pathology services. Finally, Warner and colleagues completed a pilot study investigating the prevalence of pretreatment dysphagia in oncologic patients and individual factors influencing post treatment dysphagia.
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: This SIG 11 Perspectives activity addresses the productivity impact of SLPs supervising student clinicians in medical settings and explores graduate students' perceptions of their experiences participating in simulated learning experiences during the pandemic.
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: 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: 2.5, ASHA CEUs*: 0.25
Summary: Three SIG 13 articles discuss dysphagia intervention. One article is about the use of gelatin-based desserts; a second article is about safe and functional bottle feeding for children with dysphagia; and a third articles is about using modified barium swallow studies for individuals with ALS.
Credit(s): PDHs: 5.0, ASHA CEUs*: 0.5
Summary: Pedagogical practices in communication sciences and disorders have grown thanks in part to innovative techniques from other fields. The articles in this activity each present models that can be successfully incorporated into our discipline. Slavych describes models of backward course design—course development that starts by focusing on learning outcomes before considering content or teaching methods. Squires and Squires introduce best–worst scaling, a method for examining group preferences, and reported on how it can inform admissions practices. Speights Atkins et al. describe models of mentoring undergraduate research experiences and their applications in two communication sciences and disorders research labs. Finally, Perryman et al. examine the effects of a mixed-reality simulation in which actors playing parents interacted through computer avatars with undergraduate students carrying out clinical procedures.
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.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: This SIG 10 activity includes four articles exploring mindfulness, quality of life, and the impact of COVID in CSD programs. In the first article, outcomes are studied when graduate SLP students engage in a remote synchronous mindfulness program (RSMP). In the second article, a tutorial for contemplative pedagogy in CSD classrooms is introduced. Next, the quality of life and sleep among Brazilian SLP students during the COVID-19 pandemic is explored. The last article describes an exploratory study characterizing CSD doctoral students’ experiences during the COVID-19 pandemic.
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