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Results 1 - 10 of 29
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: In this SIG 20 activity, Medina and Mead share a study of Hispanic/Latina SLP graduate students’ perceptions of mindfulness. Participants in this study discuss the benefits of mindfulness and their willingness to practice; however, stigmatizing beliefs and lack of education about mindfulness within their cultural communities need to be addressed. Readers of this article will gain a better understanding of how to promote mindfulness in future speech-language pathologists.
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This SIG 11 Perspectives activity addresses the use of single-subject design in clinical education and supervision. In this article, the authors highlight the suitability of single-subject experimental design (SSED) to clinical practice research, particularly within supervisory settings. This practical tutorial provides examples of SSED and suggests possible research topics relevant to clinical education and supervision.
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: 3.5, ASHA CEUs*: 0.35
Summary: This SIG 5 activity includes three articles from a forum aimed at sharing research conducted in clinical settings around the world. Two research articles analyzed surgical and parent-led therapy approaches for improved speech and resonance outcomes. A third tutorial described characteristics needed in an evaluation to analyze clinically obtained data for research purposes. The first research article is based in Brazil. It demonstrates positive long-term outcomes in children with hypernasality/velopharyngeal dysfunction using the Sommerlad procedure of palatal re-repair to treat residual velopharyngeal insufficiency. The reported scores were in the categories of: “hypernasality, global impression of velopharyngeal function, and/or active speech symptoms.” Overall, this study shows significant improvement in a large percentage of children, with less effect on older individuals ages 17–22 years. The second research article includes parents from a previously published twocenter study in Ireland and the United Kingdom. The aim was to analyze parents’ experiences with parent-led articulation therapy (PLAT) following in-depth training. After a detailed outline is provided regarding inclusion and teaching of the participants, four main themes are identified. These include growth of parents, undertaking PLAT, changes in children, and the future. Ultimately, the majority of parents are in favor of a parent-led therapy approach with the caveat that in-depth training and direct supervision from a speech-language pathologist is needed. The third article, a tutorial, addresses the research–clinical practice gap. A description is provided of a perceptual speech assessment protocol for cleft palate speech, to enable clinical data to be used for research purposes. The article provides detail related to determining the most appropriate standardized assessment tools as well as the best ways to collect and analyze this data. Further details related to implementation within the clinical setting are outlined. The data is easily accessible through networking between cleft teams and Sweden’s national cleft lip and palate registry, making retrospective research attainable in a clinical setting.
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This course focuses on the prevalence and identification of communication disorders in Japan, Guatemala, and global contexts. The first study, conducted in Japan, examines the prediction of special educational needs in children who stutter using a screening test for three neurodevelopmental disorders. The second study explores clinical practices for speech sound disorders in Guatemala, particularly the use of nonspeech oral motor exercises. The third study provides insights into the frequency of aphasia worldwide.
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This course contains two articles: one that discusses health care disparities and the need for better communication access for people with hearing loss, and one that addresses the potential role of audiologists in screening for cognitive impairment.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: This SIG 14 activity reviews recommendations for families raising multilingual children with autism and examines types of support received by multicultural individuals who stutter. Topics include (a) a review of recommendations for families raising multilingual children with autism and (b) concepts of family support in stuttering.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: The three articles in this SIG 18 activity were selected to provide information on the present and future of telepractice service delivery from the perspectives of current speech-language pathologists and graduate student clinicians. The first article by Page, Hughes, and Woody investigates the initial perceptions of graduate student clinicians following the implementation of telepractice. Findings reveal themes including comparisons between in-person services and telepractice regarding learning technology, managing environmental distractions at home, and caregiver involvement. The second article by Douglass, Lowman, and Causey-Upton provides a metaanalysis study on clinicians’ perceptions of telehealth across disciplines within rehabilitation and other allied health fields. Several themes are identified, including acceptance, lack of telehealth training, and the flexibility of telehealth. The third article by Edwards-Gaither, Harris, and Perry presents a viewpoint for the future of telepractice in speech-language pathology. Challenges and opportunities for the longevity of telepractice service delivery are discussed, including consensus on telepractice terminology, designating a service delivery model, and exploring telepractice occupational culture.
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: The theme for this SIG 14 course is multicultural considerations in language assessment and autism screenings. Specific topics include: assessing article production accuracy in an Arabic-English speaking child as well as examination of the utility of the Vietnamese language version of the Modified Checklist of Autism in Toddlers-Revision with Follow-Up (M-CHAT-R/F) for screening Vietnamese children for autism risk.
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: The theme for this SIG 14 activity is bilingual parents’ experiences receiving advice regarding language use and perspectives related to multicultural training with SLPs. Topics include: examining the advice parents of bilingual children received from health care professionals and teachers regarding the language(s) their children should learn and use, as well as assessing whether SLPs feel adequately prepared to interact with, assess, instruct, or treat multicultural clients.
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