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Results 41 - 50 of 184
Presenter(s): Adamantia Prachali; Fatema Nasser; Aaron Thrush
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This session shares findings from a tertiary care hospital at the center of the COVID-19 pandemic response in Abu Dhabi, United Arab Emirates, and provides an opportunity to compare and contrast findings with global patterns and local experiences. This investigation summarizes the clinical conditions, management, and functional outcomes of adults admitted to the hospital with COVID-19 and dysphagia, and offers insights into risk factors and clinical predictions of favorable swallowing outcomes.
Presenter(s): Hope S Lancaster, PhD; Katherine R Gordon, PhD; Ron Pomper, PhD; Allyssa LaRose, MS, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Children with developmental language disorder (DLD) can demonstrate a range of characteristics and challenges, which can appear not only in their language abilities but also in their cognitive and motor abilities. This on demand webinar will give SLPs a deeper understanding of the common characteristics associated with DLD as well as individual differences among children with the disorder. The webinar will share examples of how to tailor vocabulary and reading interventions for children with DLD.
Presenter(s): Nickola W Nelson, PhD, CCC-SLP, BCS-CL
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This course discusses strategies for filling possible gaps in knowledge about orthographic pattern learning, including language/literacy assessment profiles of students with the word-structure problems that typify dyslexia and how those problems are influenced by accompanying strengths or weaknesses of vocabulary and related skills needed for oral and written language comprehension and expression. Takeaways include parameters for making intervention decisions in an interprofessional, family-centered, curriculum-relevant environment.
Presenter(s): Elizabeth Adams Costa, PhD
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Published research indicates that outcomes in children with hearing loss are generally lower than their hearing counterparts. Given the cascading effects auditory deprivation and language delays may cause in children, providing differential diagnoses can present a challenge. This course identifies commonly occurring comorbid presentations in children with hearing loss and describes the process of making differential diagnoses.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: The three articles in this SIG 9 Perspectives course focus on parent-reported ADHD behaviors, fatigue, and language in children who are deaf and hard of hearing; physical activity in children with hearing loss; and massive open online courses for critical medical education related to children with hearing loss.
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.
Presenter(s): Kyomi Dana Gregory-Martin, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session discusses curriculum-based literacy demands and the interests of adolescents who are from varying culturally and linguistically diverse backgrounds. The speaker shares actionable steps to promote students' access and engagement in literacy by developing an intervention plan that promotes a culturally and linguistically supportive setting.
Presenter(s): Amanda J Truitt-Smith, EdD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This course provides an overview of the diagnosis of ADHD and defines different ways ADHD may manifest within the educational setting in students with comorbid communication disorders. The session identifies suggested therapy targets and reviews modification strategies and classroom accommodations that can be added to any IEP.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: These SIG 13 articles underscore the importance of being up to date of dysphagia intervention as the diagnosis has many complexities in assessment and treatment. Larsen et al. surmise that current characteristics and physiological rationale may overestimate the skills required for gelatin-based desserts and inappropriately classify them as nontransitional foods. Therefore, as with all products, individual gelatin-based desserts should be tested at the time of presentation to the patient. Mancopes et al. discuss the importance of strategies for facilitating safe and functional bottle feeding in children with dysphagia include selecting nipples that reduce flow rate, pacing, altered positioning, and thickening liquid consistencies. Their study aims to determine the impact of slightly thick liquids on swallowing through retrospective review of a convenience sample of clinical videofluoroscopies (VFSS) from 60 bottle-fed children (21 male, mean age 9.9 months) referred due to suspected aspiration. Garand et al. perform a retrospective analysis of persons with amyotrophic lateral sclerosis using modified barium swallow studies and recommend use of functional scales to help evaluate and treat this special population.
Presenter(s): Alexander Tucci; Elena Plante, PhD, CCC-SLP; Rebecca B Vance, MS, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This session discusses a study of college students with and without developmental language disorder (DLD), who were compared on measures of how they plan for writing; how they revise their writing; and measures of length, complexity, and error production in handwritten and typed expository writing samples. Results suggest that typing provides longer samples and similar measures of errors and complexity compared to handwritten samples.
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