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Results 1 - 10 of 20
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: In this article, authors explored how online program management companies (OPMs) are utilized by institutions in higher education to build programs or expand them into online learning environments. Authors provided an overview of the benefits, disadvantages, and prevalence of OPM usage.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: This SIG 10 activity explores the use of simulation and artificial intelligence (AI) in communication sciences and disorders (CSD) programs. Articles focus on the importance of debriefing during simulated clinical experiences; students’ self-efficacy ratings for aphasia assessment and treatment after participation in a simulated aphasia escape room; and the use of ChatGPT to teach plain language writing to graduate students in CSD.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: This SIG 10 CE activity focuses on three articles related to rare competencies in communication sciences and disorders. The first article reveals a rationale for including traumatic brain injury content in audiology programs in order to provide quality care for patients with posttraumatic audiovestibular disturbances. The second article describes the perceived effectiveness of a dedicated counseling course for early career speechlanguage pathologists and graduate students. The final article explores how speech-language pathology graduate students and preservice teachers for deaf and hard of hearing students can learn to effectively collaborate to support the children they serve.
Presenter(s): Rene L Utianski, PhD, CCC-SLP, BC-ANCDS; Jaimie P. Anderson, MS, CCC-SLP, BC-ANCDS; Audra W. Yetter, MS, CCC-SLP, BC-ANCDS
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session demonstrates the role of resiliency in diagnosing and treating organic and non-organic motor speech disorders, via case studies presented for Academy of Neurologic Communication Disorders and Sciences board certification.
Presenter(s): Ruchi Kapila, MS, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Focusing on the perspectives of transgender and gender nonconforming (TGNC) individuals and communities, this session explores ways SLPs who currently--or aspire to--provide voice and communication services to TGNC individuals can better meet the holistic needs of this client population.
Presenter(s): Phyllis R Scott, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Many young adults with mild-to-moderate communication disorders struggle to achieve their postsecondary goals. This on demand webinar equips SLPs working in private practice, health care, or school settings to utilize language-based social-emotional coping strategies to help young adults with language impairments improve their self-efficacy, career readiness, and employability.
Presenter(s): Julie A G Stierwalt, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Principles of motor learning (PML) are guidelines developed for the purpose of training motor execution of movement. Initially designed for training in the limbs, the methods have been adapted for use with the oral motor system. This course reviews how PML can be employed in training protocols targeting speech production.
Presenter(s): Rene L Utianski, PhD, CCC-SLP, BC-ANCDS; Kristie A Spencer, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Motor speech disorders occur secondary to a wide variety of progressive neurological disorders. This course discusses strategies for the speaker, listener, and environment that clinicians can consider for managing progressive motor speech disorders. Presenters discuss management strategies in the context of concomitant decline of cognitive-linguistic and motoric function from neurodegenerative processes.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: This SIG 10 activity includes four articles exploring mindfulness, quality of life, and the impact of COVID in CSD programs. In the first article, outcomes are studied when graduate SLP students engage in a remote synchronous mindfulness program (RSMP). In the second article, a tutorial for contemplative pedagogy in CSD classrooms is introduced. Next, the quality of life and sleep among Brazilian SLP students during the COVID-19 pandemic is explored. The last article describes an exploratory study characterizing CSD doctoral students’ experiences during the COVID-19 pandemic.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: In this SIG 10 activity, Farrugia explores the preparatory experiences of SLPs working in early intervention (EI) in Michigan, as a first step toward understanding how to best prepare students for practice and on-the-job learning in EI. McDaniel, Hessling Prahl, and Schuele provide a tutorial for a PhD Student–Mediated Mentorship Model (PSMMM) used within their lab. The PS-MMM teaches PhD students to be research mentors, encourages graduate clinicians to transition to research and doctoral training, and aims to increase the research experiences available to undergraduate and graduate students. Ronney and Kirby offer a critical review regarding service-learning with audiology students and their clients/patients. They describe best practice and common challenges to inform future research. Finally, Brackenbury and Kopf describe how game-based learning can facilitate student and client instruction through increased motivation and engagement, including suggestions for implementation in classroom and clinical settings.
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