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Results 1 - 10 of 22
Credit(s): PDHs: 7.0, ASHA CEUs*: 0.7
Summary: This journal self-study course addresses the effectiveness of various aphasia treatments, a topic that many researchers explored at the 51st Clinical Aphasiology Conference (CAC) in North Carolina. Published in a special issue of the American Journal of Speech-Language Pathology, these articles examine specific interventions for particular patient populations, including individuals with stroke-induced aphasia, those with acquired apraxia of speech, those with anomia, and those with Alzheimer's dementia.
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This Perspectives course contains three articles that focus on social considerations in the elderly, with emphases on risk factors for dementia and treatment of Parkinson’s disease.
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: These SIG 2 articles focus on clinical assessment and practices for individuals with aphasia. Topics covered included challenges associated with diagnosing primary progressive aphasia (PPA) and the impact of adaptive yoga programs for persons with aphasia. First, Aimee Dietz, E. Susan Duncan, Lauren Bislick, Sarah Stegman, Jenna Collins, Chitrali Mamlekar, Rachel Gleason, and Michael J. McCarthy provide an overview of the potential impact adapted yoga programs can have for people with stroke-induced aphasia. Second, Adithya Chandregowda raises awareness about the challenges associated with encountering primary progressive aphasia (PPA) patients in the acute hospital setting.
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: This course is composed of three articles that center around quality of life: at end of life, following a stroke, and among individuals with voice disorders.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: In this SIG 2 activity, participants explore innovative articles regarding a range of topics in the assessment and treatment of motor speech disorders. The first article describes a case of anarthria in which the speech-language pathologist thoroughly described the patient’s motor speech presentation, thereby contributing to his overall neurologic diagnosis. The second article examines the effects of transcranial direct current stimulation (tDCS), a promising method of eliciting behavior change through brain stimulation, on the speech of individuals with Parkinson’s disease. The third article explores the speech and language profiles of children with apraxia of speech as their primary diagnosis, as compared to children with other concomitant diagnoses.
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: This SIG 19 activity bundles four articles providing perspectives on a broad variety of topics in speech-language pathology. First, Bunta and Gósy discuss how speech-language pathologists and audiologists could utilize acoustic analyses in their clinical practice. They provide specific examples ranging from aphasia to speech sound disorders and various linguistic contexts to demonstrate the utility of these tools. The authors suggest acoustic analyses can be a valued supplement in clinical evaluations. Next, Diekhoff and Lulich examine speech-language pathology students’ conceptualization and description of American rhotic Sounds. They discuss the differences in descriptions of rhotic sounds by students who had experience with those sounds compared to those who did not have experience with those sounds. The role of direct instruction regarding rhotic shapes is highlighted. Then, Gurevich and Kim discuss quantifying allophonic coverage in commonly used reading passages. In summary, they suggest a need for new speech materials that could provide allophonic coverage. Finally, Jung, Jing, and Grigos investigate the accuracy and consistency of students’ perceptions/ratings of speech errors in children. They report that student clinicians’ ratings matched with expert speech-language pathologists’ ratings with training. The importance and need for listening training in speech-language pathology programs are also discussed.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: Meta-therapy is an integral pillar of clinical practice; however, the lack of formal training in this area often makes the concept and application of meta-therapy elusive to clinicians. The goal of this SIG 3 activity is to disseminate how meta-therapy can be effectively utilized in the clinical domains of voice disorders, fluency, dysphagia, and cognitive communication and aphasia.
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: In this SIG 3 activity, experts in pediatric voice disorders present a series of interactive cases to help speech-language pathologists develop their knowledge and skills completing voice evaluation and treatment planning for children with bilateral benign vocal fold lesions, unilateral vocal fold paralysis, and sulcus vocalis.
Credit(s): PDHs: 5.0, ASHA CEUs*: 0.5
Summary: This SIG 1 activity focuses on how speech sound disorders (SSDs) can have an impact on children’s literacy skills and development. The first article describes the phonological awareness (PA) skills of children with SSDs and compares the relationships between types of speech errors to strengths and weaknesses in their phonological awareness abilities. The second article is a tutorial that aims to provide evidence that supports the use of print and print referencing in speech therapy sessions with children who have SSDs. The third article examines the available evidence for intervention frameworks that support literacy skill development, specifically within the context of SSD intervention. The fourth article reviews why SSDs put children at risk for word reading difficulties and how speech-language pathologists can integrate foundational skills to reduce this risk.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: This SIG 19 activity bundles four articles providing perspectives on a broad variety of topics in speech-language pathology. First, Holt provides an overview of current and historical discussions of gender and race, challenging the reader to accept that one’s perspective is indebted to a specific belief system. Readers are to evaluate how gender and race are used to categorize people and examine whether a member of a marginalized or minoritized group affects that person’s access to or use of intervention services. Next, Cox and Koenig define speech privacy and provide a brief history and applications in the health care setting. A general perspective is outlined, including threats to speech privacy, and speakers who use an electrolarynx are used as an example to highlight specific issues clinicians may encounter. Ramanarayanan et al. discuss the use of speech as a biomarker in therapy and research. In summary, robustness of analytics—specificity, diversity, and physiological interpretability—must be further developed. Finally, Weerathunge, Tomassi, and Stepp review a number of populations with voice disorders that have been studied using altered auditory feedback. Many have hyperactive auditory feedback responses and the differing underling reasons are reviewed. Therapy considerations are also described.
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