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Results 21 - 30 of 49
Presenter(s): Elizabeth D Peña, PhD
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: A challenge in conducing dynamic assessment - an alternative to standardized testing that accounts for individuals' unique cultural and linguistic identities - is putting together all the information to make a clinical decision. In this course - which is broken into six 5-minute blocks - speaker Elizabeth Peña discusses using dynamic assessment to identify indicators of language difference and language disorder and how to incorporate this information into a clinical report and intervention plan. Peña gives examples and guides you through making recommendations about intervention based on dynamic assessment results.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: The articles in this course present models for increasing equity and inclusion across our discipline. Girolamo and Ghali introduce a student-led grassroots initiative that supports minority students at all levels. Mohapatra and Mohan propose a model for increasing student diversity and inclusion based on successful programs from other health-related disciplines. Finally, Mishra et al. examine three challenges that faculty of color face: cultural competency, imposter syndrome, and racial microaggressions.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: This trio of SIG 13 articles provides information regarding unique factions of dysphagia intervention. Sophia Werden Abrams, Harmonie S. J. Chan, Jasmeet Sikand, Heather Wilkie, and Kim Smith raise awareness for the importance of neurodegenerative disorder research involving dysphagia caused by oculopharyngeal muscular dystrophy. Michela Jean Mir and Karen Wheeler Hegland aim to shed light on the subjective use of cough assessment and the importance and interest in formal clinical cough assessment training. Kendrea L. (Focht) Garand, Mary Catherine Reilly, Dahye Choi, Rajarshi Dey, Julie Estis, and Grayson Hill evaluate community dwelling adults using Modified Barium Swallow Impairment Profile components for bolus hold type to assist in defining typical swallowing behaviors.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: The theme for this SIG 14 activity is examining challenges for faculty and students in communication sciences and disorders (CSD). Topics include (a) challenges faced by academic mothers in CSD programs; (b) challenges faced by faculty of color in CSD departments; and (c) examining microaggression endorsement in CSD students.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: These SIG 17 Perspectives articles focus on the impact of the COVID-19 global pandemic on service provision and student training in four global contexts: Cyprus, South Africa, the United Kingdom, and the United States. Topics include the rise of telesupervision, telepractice in speech-language pathology (SLP), and distance learning in Cyprus during COVID-19; the effectiveness of SLP and related service treatment of patients with COVID-19 in an inpatient rehabilitation setting in the United States; the impact and transformation of an SLP university program in South Africa due to COVD-19; and the perspectives of parents/caregivers on SLP service provision during the pandemic for children born with cleft palates in the United Kingdom.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: The theme for this Perspectives activity is clinical considerations for working with multicultural populations in schools and the community. Topics include (a) assessment practices for multilingual children in schools, (b) school-based speech language pathologists working with interpreter-translators, and (c) factors associated with clear speech and accentedness in American English.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: This assemblage of articles provides information on interesting topics encountered in adult dysphagia practice. Aarthi Madhavan, Nicole Shuman, Claire Snyder, and Nicole Etter provide insight on the comparative consistency of the Eating Assessment Tool and Sydney Swallow Questionnaire scores for self-reported swallowing difficulties in a group of community-dwelling older adults completing both questionnaires. Georgina Papadopoulos-Nydam, Jana Maureen Rieger, and Gabriela Constantinescu evaluate the usability of a mobile health (mHealth) system designed for dysphagia exercise in persons with a history of stroke. Renata Mancopes, Fernanda Borowsky da Rosa, Lidia Lis Tomasi, Adriane S. Pasqualoto, and Catriona M. Steele demonstrate concern for people with chronic obstructive pulmonary disease (COPD) and share information regarding dysphagia in people with COPD, synthesizing knowledge both from the literature and from studies performed in the context of a multidisciplinary clinical pulmonary rehabilitation program abroad. Additionally, Talia H. Schwartz brings to light the importance and utility of the clinical swallow evaluation while caring for patients with COVID-19.
Credit(s): PDHs: 5.5, ASHA CEUs*: 0.55
Summary: The articles in this journal self-study discuss the literacy difficulties many children with autism spectrum disorder (ASD) experience, with direct clinical implications for literacy assessment and intervention. The articles, which apply to children across the age spectrum, are from a 2021 forum published in Language, Speech, and Hearing Services in Schools, titled “Literacy in Autism—Across the Spectrum.”
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: The theme for this Perspectives course is clinical considerations in assessment of children and adults from culturally and linguistically diverse (CLD) backgrounds and providing culturally supporting treatment settings. Topics include (a) acoustic parameters of retroflex sounds, (b) the two-question method for assessing gender identity, (c) assessment recommendations for new language learners, and (d) creating culturally supportive settings to foster literacy development.
Credit(s): PDHs: 6.0, ASHA CEUs*: 0.6
Summary: This collection of articles presents clinicians with evidence on a variety of topics in dysphagia that can be utilized in practice immediately. Alaina Martens and Emily Zimmerman offer insight regarding changes to feeding patterns in infants diagnosed with bronchopulmonary dysplasia after prolonged oxygen therapy in the newborn intensive care unit. Paula Leslie and colleagues provide a framework of health and illness and how food and drink are much more. They stress the importance of clinician appreciation as a cultural guest in our patients’ lives. Bonnie Martin-Harris and colleagues stress the importance of instrumentation with a thorough review of available practice guidelines and appropriateness criteria issued to date, revealing a deficit of up-to-date, comprehensive, evidence-based information on the diagnosis and evaluation of oropharyngeal dysphagia. Specifically, a lack of quality guidance on the ordering, performance, and reporting of the modified barium swallow study has hindered efforts to improve standardization and ensure quality continuity of care. Naomi Gurevich and colleagues stress the need to clarify guidelines and increase interprofessional education between both professions to improve patient care. George Barnes and Nancy Toms highlight speech-language pathologists’ need for a solid foundation of knowledge when it comes to patients with highly complex disease processes and care plans. Deirdre Muldoon and colleagues conduct a review of published literature regarding management of feeding difficulties at the oral phase of feeding in children with autism spectrum disorder and/or developmental disability. Finally, Paul M. Evitts and colleagues reveal a potential way to track aspiration in healthy adults using an app.
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