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Results 591 - 600 of 705
Presenter(s): Deborah Hwa-Froelich, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Audiologists and speech-language pathologists may or may not be aware that an individual has been exposed to one or more types of maltreatment, including emotional, physical, and/or sexual abuse and/or neglect. Maltreatment influences an individual’s neurobiological structure and function; cognitive processes such as attention, memory, social cognition, and executive function; as well as communication development and behavior. This webinar will explore the incidence of maltreatment; developmental outcomes; assessment, intervention, and prevention strategies; and the role of communication professionals.
Credit(s): PDHs: 6.5, ASHA CEUs*: 0.65
Summary: As a result of recent laws and regulations, more SLPs in schools are treating children with dyslexia. The journal articles in this self-study – from an October 2018 Language, Speech, and Hearing Services in Schools clinical forum on dyslexia – provide “state-of-the-science” information to help SLPs understand dyslexia in relation to other speech and language disorders, as well as ways to identify, assess, and treat this disorder. Clinicians will find practical tips that they can immediately incorporate into practice.
Presenter(s): Donna Henderson, PsyD
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: In this presentation, Donna Henderson will discuss the core features of autism as they present in children and adolescents with subtle manifestations of symptoms. She will also focus on the particular challenge of recognizing autism in girls. Then William Stixrud will discuss the motivational and self-regulatory challenges experienced by students with a mild presentation of autism and will emphasize the importance of supporting the development of autonomy.
Credit(s): PDHs: 5.5, ASHA CEUs*: 0.55
Summary: Communication disorders in children may affect social interactions and lead to negative emotional and behavioral outcomes. This journal self-study explores well-being, resilience, and emotional competence in school-age children. The articles discuss ways to identify risk factors to emotional well-being (including victimization and bullying), assess emotional competence, and support emotional expression in children who use AAC. The final article explores counseling and the role the SLP plays in addressing emotional issues as a part of intervention.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: Despite best practices, many clients eventually discontinue using their hearing aids. Though a number of reasons may explain this behavior, declining patient satisfaction is perhaps one of the most significant. The articles in this journal self-study explore ways to improve hearing aid outcomes by targeting patient satisfaction through increased self-efficacy. The first article establishes an overall framework for client satisfaction by identifying essential concepts underlying hearing aid management. The second article describes a new area of research regarding self-fitting, which promotes self-efficacy by involving clients in adjusting their own hearing aids from day 1. The third article examines psychosocial benefits and improved satisfaction resulting from hearing aid trials. The final article empirically tests the connection between self-efficacy of specific management skills and hearing aid satisfaction.
Credit(s): PDHs: 5.0, ASHA CEUs*: 0.5
Summary: Academic programs in audiology and speech-language pathology provide education and training to students preparing for challenging and ever-expanding professions. Finding innovative ways to ensure appropriate training is a constant struggle. In addition, students report high levels of stress as they navigate school demands. This journal self-study explores how programs are using simulation, peer-assisted learning, and mindfulness practice to address these concerns. While focused on academic training, these articles will also benefit clinical supervisors as well as practicing clinicians looking to find new training methods for themselves and colleagues.
Presenter(s): Raul Prezas, PhD, CCC-SLP
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: This video program provides comprehensive information about identifying, assessing, and treating bilingual children ages 3–11 who have highly unintelligible speech. The presenter discusses case studies and current research to provide concrete solutions to common challenges such as figuring out where to begin when providing services, identifying bilingual children at-risk for other concomitant deficiencies, differentiating language difference vs. disorder, and selecting the most effective treatments.
Credit(s): PDHs: 7.0, ASHA CEUs*: 0.7
Summary: Taking into account children’s learning processes is important when SLPs design interventions aimed at teaching new skills or expanding abilities. This journal self-study – based on a special issue of Language, Speech, and Hearing Services in Schools – focuses on the type of learning that happens implicitly and quickly, without effort or even the knowledge that we are learning. This type of learning – known as statistical learning – refers to the way that children recognize patterns in the world around them. As language is full of patterns, this type of learning plays a large role in how children learn sound production, words, grammatical structures, and more. The articles in this selfstudy explore how SLPs can capitalize on implicit learning processes during intervention to help learning happen faster.
Presenter(s): Nickola W. Nelson, PhD, CCC-SLP, BCS-CL; Cheryl Scott, PhD, CCC-SLP; Linda I. Rosa-Lugo, EdD, CCC-SLP
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: This course explores working with adolescents with and without language impairments on written language; the writing process; vocabulary development; and breaking down complex language in texts. The course includes three recorded sessions from the 2018 online conference “Spoken and Written Language in Adolescents: Fresh Solutions.”
Presenter(s): Michael Faggella-Luby, PhD; Zhihui Fang, PhD; Linda Freeman, MS, CCC-SLP; Diane Gillam, MEd; Marilyn A. Nippold, PhD, CCC-SLP; Garvin P. Romane, PhD, CCC-SLP; Susan Trumbo, MS
Credit(s): PDHs: 5.0, ASHA CEUs*: 0.5
Summary: This course provides strategies and tips to help adolescents access the school curriculum and achieve academic success. The course includes five recorded sessions from the 2018 online conference “Spoken and Written Language in Adolescents: Fresh Solutions.”
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