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Results 11 - 20 of 20
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: These SIG Special Topics articles provide guidance to current and future researchers in communication sciences and disorders about how to maximize the clinical impact of their research. Utianski et al. describe clinical practice research and the current barriers to it, while highlighting initiatives researchers can take advantage of. Douglas et al. define knowledge brokering and outline the roles of organizations and individuals who take on that job. Then, Davidson and colleagues offer researchers concrete steps for using social media to enhance impact. Finally, Nicholson and Smith review both traditional science impact metrics and alternative metrics and offer concrete recommendations for documenting clinical impact for use in one’s CV or career advancement materials.
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: 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: 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: 2.5, ASHA CEUs*: 0.25
Summary: These SIG 8 Perspectives articles focus on topics that are important in promoting public health audiology. In “Fundamentals of Epidemiology for the Audiologist,” Torre and Reavis provide an overview of basic epidemiologic concepts including study design, prevalence, incidence, risk ratios, and odds ratios. The authors emphasize that an understanding of epidemiology is crucial for audiologists for a variety of reasons, including to help them assess the quality of publications, evaluate and discuss the efficacy of screening methods, and evaluate and communicate risk factors for ear and hearing problems. In “Hearing Health Care Delivery Outside the Booth,” Gates, Hecht, Grantham, Fallon, and Martukovich review the literature on boothless audiometry and introduce current tools used to deliver hearing health care outside of the traditional clinic setting. From their review, the authors conclude that boothless audiometry technology provides an opportunity for audiologists to expand services to nontraditional settings such as waiting grooms and nursing homes, increasing access to care, early identification, and intervention, and therefore improving health outcomes.
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: How can audiologists enhance patient-centered communication, even during the COVID-19 pandemic? This self-study is from the journal, Perspectives of the ASHA Special Interest Groups, SIG 7: Auditory Rehabilitation and Its Instrumentation. It features two articles focused on patient-centered strategies for effective communication, from initial consultations to prioritizing follow-up care, during COVID-19. It also includes the article that won the 2021 ASHA Journals Editor’s Award for Perspectives (for SIGs 6, 7, 8, and 9) by Davidson and Marrone. The first article is, “How to Provide Accessible Hearing Health Information to Promote Patient-Centered Care.” Kelly-Campbell and Manchaiah review the literature within audiology on patient-provider communication. They focus on research studies of communication during initial audiology consultation sessions. Through a summary of themes in the literature, they categorize important research findings that provide insight into communication between patients and their audiologists. Finally, they identify five key strategies for effective patient-centered communication. Each strategy is then reviewed in detail, with clinical examples and specific recommendations that can be immediately implemented in practice. The second article is, “A Clinically Valuable Interaction in the Midst of COVID-19 and Beyond: A Viewpoint on the Importance of Patient-Centered Outcomes in Rehabilitative Audiology.” Davidson and Marrone discuss patient-centered communication following hearing aid device fittings. They identify challenges facing patients and audiologists related to follow-up hearing aid services as a result of the COVID-19 pandemic. Based on a literature review and their own recent research, they developed a decision-tree algorithm to help audiologists prioritize clinical activities following hearing aid fittings, including remote formats for care. The algorithm was based on use of a patient-centered outcome measure, the Measure of Audiologic Rehabilitation Self-Efficacy. Patient-centered outcomes measurement is suggested as an engagement strategy for continued communication with patients during the COVID-19 pandemic and beyond.
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: 1.5, ASHA CEUs*: 0.15
Summary: This course examines three progressive cultural topics as they relate to speech-language pathology and audiology: ageism among CSD graduate students; institutional, symbolic, and individual systems of oppression; and the interaction between social determinants and health disparities.
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This activity includes two articles related to language and literacy intervention for children with hearing loss and deafness. In the first article, Stephanie Mary Raymond and Tring D. Spencer investigate the effect of narrative language intervention on the narrative retelling skills and vocabulary use of children with hearing loss. In the second article, Krystal L. Werfel and Sarah Lawrence describe specific considerations for print-referencing interventions for children with hearing loss along with a case study. The respective authors conclude that print referencing, with specific considerations for children with hearing loss, may be an effective emergent literacy intervention to increase conceptual print knowledge for children preschool-age with hearing loss; and narrative intervention is promising for facilitating language skills improvement for children with hearing loss. Both studies require replication for their findings.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: Clinicians who work with individuals with dementia are well aware of the need to address memory and other cognitive issues. However, there are other potential problems that may co-occur with dementia or happen as a result of the disease progression. This journal self-study explores some of these issues, including ways to improve the use of compensatory swallowing strategies, the impact of hearing amplification on cognitive performance, how motor speech may be affected by dementia and other progressive disorders, and how auditory processing may be affected by cognitive impairment. Clinicians can use this information to improve how they manage patients with dementia.
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