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Credit(s): PDHs: 7.5, ASHA CEUs*: 0.75
Summary: This journal self-study course is composed of papers from a 2019 Research Forum, Advancing Statistical Methods in Speech, Language, and Hearing Sciences. These selected articles provide advanced-level discussion about clinically relevant statistical methodologies to give audiologists a strong foundation from which to analyze and understand the statistical research they come across to decide when and how to apply it in practice. The articles examine frequential and Bayesian statistical methods as well as propensity scores and linear-mixed model analyses.
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: This Perspectives issue focuses on clinical considerations for working with children and adults from culturally and linguistically diverse (CLD) backgrounds. Topics presented include (a) effects of clear speech on perceptions of accentedness in American English, (b) ethnographic interviewing in clinical practice, (c) language errors in bilinguals under background noise and quiet conditions, and (d) assessment of speech sound disorders in school-aged children from CLD backgrounds.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: This Perspectives (SIG 19) includes four different speech science articles that focus on speech production, speech perception, or both. Akbari and Aoyama examine epenthetic vowels produced by Persian L2 speakers of English corroborating previous research findings regarding acoustical characteristics of anaptyctic epenthetic vowels—prothetic epenthetic vowels differ from the phonemic vowels they precede. Hitchcock et al. examine speech perception of typical adults, typical children, and children with speech sound disorders, finding that children with speech sound disorders differ as compared to both typical groups. Rong conducted a preliminary examination of the articulatory control of speech and speech-like tasks. The results revealed shared and task-specific articulatory features in speech and speech-like tasks, specifically sharing that alternating motion rate tasks may be more useful for assessing temporal aspects of articulation whereas sequential motion rate tasks may be more useful for assessing spatial aspects of articulation and coordination. Lastly, Boyd-Pratt and Donai review evidence that the high frequency region contains perceptual cues regarding segmental, speaker identity, and speaker sex as well as improved speech recognition in the presence of noise.
Presenter(s): Amy Wright, MCD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: When individuals with amyotrophic lateral sclerosis (ALS) experience changes in speech, they often look to SLPs for guidance and hope. SLPs have many tools at their disposal that can make a dramatic difference in patients’ quality of life. This on demand webinar will describe practical, patient-focused methods for AAC assessment and implementation for individuals with ALS that are based on an individual’s current strengths and needs.
Credit(s): PDHs: 5.0, ASHA CEUs*: 0.5
Summary: For people experiencing dizziness, what are possible options for vestibular and balance rehabilitation? This self-study from Perspectives of the ASHA Special Interest Groups (SIG 7) addresses treatment choices in vestibular and balance rehabilitation, the state of the evidence on their efficacy, and future directions for interdisciplinary research and practice. Written by clinicians and scholars with expertise in audiology and physical therapy, the four articles present an interdisciplinary and life span approach to vestibular and balance rehabilitation for children and adults. The first article by Christy is on the use of vestibular and balance rehabilitation therapy for dizziness in children. Next, the review by Herdman focuses on the evolution of vestibular function tests and rehabilitation for major vestibular disorders as well as areas in which research and clinical practice may grow in the future. In Holmberg, the relatively new but common diagnosis of persistent postural-perceptual dizziness (PPPD) is presented in terms of its pathophysiology, differential diagnosis, and treatment protocols. Finally, Clendaniel provides a review on the use of vestibular rehabilitation in the treatment of benign paroxysmal positional vertigo. Included are detailed photos and illustrations of current techniques and exercises. As described in the introduction to the forum by Guest Editor Neil Shepard, PhD, “It is hoped that these four articles will provide a needed look at vestibular and balance rehabilitation therapy (VBRT) so the audiologist can serve as a productive member of the treatment team and have a good understanding as to everything that
Presenter(s): Nerissa Hall, PhD, CCC-SLP, ATP; Hillary Jellison, MS, CCC-SLP, ATP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: While telepractice and tele-AAC services are often thought of as real-time services provided directly to an individual, asynchronous tele-AAC services that include highly individualized and clinically relevant content can be quite effective also. This course explores tele-AAC services as a continuum of support, highlighting the dynamic role of asynchronous tele-AAC in supporting not only the individual (with implementation and generalization, in particular) but also essential stakeholders, including communication partners. This course – part of the SIGnature Series – was developed by SIG 18: Telepractice.
Presenter(s): Brent E. Archer, PhD, CCC-SLP, LSVT Certified; Jamie Azios, PhD, CCC-SLP; Suma Devanga, PhD, CCC-SLP; Julie A. Hengst, PhD, CCC-SLP; Marion C. Leaman, PhD, CCC-SLP; Paul Prior, PhD; et al.
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: This course explores Innovating & Situating Practice in Rich Environments (InSPiRE), a novel approach to aphasia intervention. InSPiRE works with clinicians to recognize discourse patterns typical of restricted and rich environments and to apply discourse practices strategically, both to enrich clinical activities and to promote improved communication between individuals with aphasia and their everyday communication partners. The speakers discuss interactional research and practical strategies for topic management, contingent responses, shaping conversational narratives, creative use of collaborative referencing techniques, and other methods for creating rich communicative environments. This course – part of the SIGnature Series – was developed by SIG 2: Neurogenic Communication Disorders.
Presenter(s): Claudio Milstein, PhD, CCC-SLP; Emily Nauman, MA, CCC-SLP; Mary J. Sandage, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This course addresses assessment standards for confident diagnosis of exercise-induced laryngeal obstruction (EILO) for clinicians across settings. Speakers discuss differential diagnoses and complex, co-occurring conditions as well as provide an update on terminology used to describe variants of what used to be commonly known as paradoxical vocal fold motion (PVFM). The speakers use case examples and research summaries to discuss current, evidence-based, behavioral methods for remediation and resolution of these conditions. This course – part of the SIGnature Series – was developed by SIG 3: Voice and Upper Airway Disorders.
Presenter(s): Derek E. Daniels, PhD, CCC-SLP; Kia Noelle Johnson, PhD, CCC-SLP; Angela M. Medina, PhD, CCC-SLP
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: This course discusses clinical considerations for stuttering assessment and treatment when working with individuals from diverse cultural and linguistic backgrounds. Speakers focus on Black, Hispanic, Latino/a/x, and LGBTQIAP+ populations, though principles can be applied to other cultural groups. The course addresses cultural perspectives on stuttering, influence of dialect and bilingualism, family dynamics, stigma, standardized testing, language sampling, counseling, and treatment activities. Speakers explore the importance of clinicians considering the impact of their own implicit biases as well as ways to enhance and deliver culturally responsive services for clients who stutter. This course – part of the SIGnature Series – was developed by SIG 4: Fluency and Fluency Disorders.
Presenter(s): Angela J. Dixon, MA, CCC-SLP; Dennis Ruscello, PhD,CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This course explores the use of oral motor exercise in the treatment of children with resonance and/or compensatory speech errors. Speakers discuss theoretical, developmental, and other data sets, with a focus on how to apply critical thinking to treatment planning. Speakers present treatment examples as well as research and its clinical implications. This course – part of the SIGnature Series – was developed by SIG 5: Craniofacial and Velopharyngeal Disorders.
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