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Results 21 - 30 of 31
Credit(s): PDHs: 5.0, ASHA CEUs*: 0.5
Summary: Even before the COVID-19 pandemic required clinicians to rapidly adapt their practice for remote service provision, researchers were already exploring effective telehealth approaches for audiology. The articles in this journal self-study (selected from a special issue of the American Journal of Audiology, “4th International Meeting on Internet and Audiology”) examine teleaudiology tools and methodologies for hearing screenings, home-based auditory assessment for people who use cochlear implants, assessing hearing aid outcomes using ecological momentary assessment (EMA), and a tool for evaluating hearing aid performance.
Presenter(s): Celisa Steele, MA; Jeff Cobb, MA
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: In this course, two experts in adult learning present proven strategies to help presenters deliver more impactful learning experiences—ones that effectively support a learner’s ability to gain and apply new knowledge or skills. Designed to be used during presentation development, the course explores key takeaways from the science of adult learning (andragogy), highlighting methods that support learning and those that hinder it. The speakers offer practical tips and strategies that can be integrated into presentations of any kind.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: This activity presents a variety of topics related to telepractice service provision. The first article offers a case study on the effects of a hybrid telepractice/onsite treatment program for a child who stutters. The following article discusses common technical issues encountered during telepractice and a process for managing them with English- and Spanish-speaking clients. The final article details the findings of a study on integrating technology through telepractice to support clients with dementia.
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: This journal self-study focuses on rationale and techniques for enhancing clinicians’ cultural competence when working in Native American and tribal communities. The articles, originally published in a 2016 issue of Perspectives of the ASHA Special Interest Groups (SIG 14, Cultural and Linguistic Diversity), address the lasting impact of historical trauma on health and education; the importance of differentiated instruction; the perspective of a student with hearing loss who experiences traditional cultural education; and speech-language intervention programs and services in Native communities.
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This journal self-study course highlights the impacts of the COVID-19 pandemic on people with aphasia, patients with cognitive communication impairments, and patient-provider communication. The findings can inform decision-making and assist SLPs in optimizing treatment for communication challenges for patients with COVID-19 as well as those for whom treatment has been altered as a result of the pandemic.
Credit(s): PDHs: 7.0, ASHA CEUs*: 0.7
Summary: SLPs are working with an increasing number of children and families who identify as bilingual, multilingual, or dual language learners (DLLs). This journal self-study explores how family expectations can impact the effectiveness of interventions, how expectations may vary across cultures, and what SLP interventions are considered evidence-based when working with DLLs and culturally and linguistically diverse families.
Presenter(s): Noma Anderson, PhD
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Many people believe in, support, and want to promote fairness, equity, and inclusion, but they often don't know how. What does it mean to be an ally with regards to microaggressions? This course explores practical strategies to eliminate interpersonal and institutional microaggressions and to champion fairness, equity, and inclusion for nondominant groups within our professions and the broader society.
Presenter(s): Noma Anderson, PhD
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: As a bystander, we may not recognize a microaggression as it is happening, may not know what to do, or may feel uncomfortable speaking up, but a passive response can significantly exacerbate the consequences. How should we respond when we witness a microaggression? This course explores how to change our natural response as a bystander from passive to productive and guides us through practice activities to improve our ability to recognize microaggressions and increase our confidence in speaking up.
Presenter(s): Noma Anderson, PhD
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: People who experience microaggressions feel a range of emotions, frequently including stress, distress, anxiety, insecurity, and decreased feelings of well-being and self-esteem. What can I do when I am a target of a microaggression? What supports can I access? How can I respond effectively? This course explores the impacts of microaggressions, provides tools for responding, and guides us through practicing effective and empowered communication strategies as well as purposeful empathy and reflection.
Presenter(s): Noma Anderson, PhD
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Experiencing microaggressions can lead to serious feelings of doubt when it comes to self-worth, productivity, and security. What are microaggressions and microbullying? Am I committing them? How do they impact the person who experiences them? This course illuminates these concepts and guides us through purposeful reflection activities that reduce the likelihood of committing microaggressions, ensuring a safer environment for our colleagues and clients, and thereby facilitating more effective communication.
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