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Results 11 - 20 of 23
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: The first article in this SIG 18 activity investigates the applications speech-language pathologists (SLPs) and audiologists used most frequently during the beginning of the COVID-19 pandemic. It also discusses the main obstacles to providing speech, language, and hearing services through telepractice. Through the international distribution of an electronic survey, a total of 1,466 surveys from SLPs and audiologists from 40 countries were used for the analysis. The second article discusses the Auditory Verbal UK's training program for prospective listening and spoken language specialist certified auditory verbal therapists delivered globally via telepractice. The article explores, from a global perspective, audiology and early intervention services and perspectives regarding telepractice. The third article explores parents' and therapists' views of the benefits and challenges of telepractice for early intervention for children who are deaf or hard of hearing during the COVID-19 pandemic. Through survey and analysis, the article probes the views of parents, Listening and Spoken Language Specialist Certified Auditory Verbal Therapists in using telepractice to deliver auditory verbal sessions.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: These SIG 12 Perspectives articles provide information on current issues associated with visual processing of augmentative and alternative communication (AAC) displays for people with traumatic brain injury, assessment of the expressive language abilities of Spanish-speaking children who rely on AAC, and culturally sensitive approaches to aided language modeling. Readers will be more adept at designing effective AAC displays for adults with traumatic brain injury and at providing AAC services to children from multilingual and multicultural backgrounds.
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: The theme for this SIG 14 activity is clinical considerations through paradigm shifts in providing culturally relevant family-centered intervention and instruction. Topics include (a) providing culturally relevant family centered care; (b) second language literacy instruction for multilingual adolescents; and (c) impacts of study abroad experiences on students’ intercultural competence.
Credit(s): PDHs: 5.0, ASHA CEUs*: 0.5
Summary: In this SIG 10 activity, authors explore holistic admissions in CSD programs. Carmichael, Mandulak, and Watkins provide a tutorial for incorporating interviews during the admissions process. Scheer-Cohen, Heisler, and Moineau outline an approach to holistic admissions that includes a video response to a question, an informal group interview, a live lecture with an assessment, a simulation, content quiz, a writing prompt, and an individual live interview. Reisfeld and Kaplan provide a systemic review of admission measures that may be used to predict graduate students’ clinical skills. Finally, Newkirk-Turner and Hudson explore the dangers of unconscious bias in letters of recommendation for graduate admissions.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: The articles in this course present models for increasing equity and inclusion across our discipline. Girolamo and Ghali introduce a student-led grassroots initiative that supports minority students at all levels. Mohapatra and Mohan propose a model for increasing student diversity and inclusion based on successful programs from other health-related disciplines. Finally, Mishra et al. examine three challenges that faculty of color face: cultural competency, imposter syndrome, and racial microaggressions.
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: The articles included here examine the current state of education of three topics within our discipline. DeJarnette and Wegner report on the classroom and clinical training that graduate students in speech-language pathology receive in augmentative and alternative communication. Domholdt and Billings identify associations and disconnects within graduate programs’ interests and practices in teaching population health concepts—that is, clinical care regarding communities and large systems. Finally, Tucker et al. examine practicing audiologists’ and speech-language pathologists’ interests in obtaining a research-based PhD in communication sciences and disorders and barriers to starting and completing a doctoral program.
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: The theme for this SIG 14 activity is examining challenges for faculty and students in communication sciences and disorders (CSD). Topics include (a) challenges faced by academic mothers in CSD programs; (b) challenges faced by faculty of color in CSD departments; and (c) examining microaggression endorsement in CSD students.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: The theme for this Perspectives activity is clinical considerations for working with multicultural populations in schools and the community. Topics include (a) assessment practices for multilingual children in schools, (b) school-based speech language pathologists working with interpreter-translators, and (c) factors associated with clear speech and accentedness in American English.
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: These SIG 12 Perspectives articles provide information on current issues associated with display design and image complexity for individuals with cortical visual impairment and an in-depth overview of telepractice for people who rely on augmentative and alternative communication. Readers will be more adept at assessing and assisting children with cortical visual impairment and will have a better understanding of telepractice methods that can be used to improve virtual service delivery.
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