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Results 11 - 20 of 108
Presenter(s): Shannon M Theis, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Voice disorders in children necessitate a thorough evaluation, including a complete case history and intake, perceptual assessment, acoustic/aerodynamic measurement, and laryngeal visualization. This session discusses low-tech and high-tech voice assessment techniques that school-based clinicians can employ, along with a series of cases that highlight the importance of voice evaluations in a school setting.This course is a recorded session from the 2022/2023 online conference "Assessment, Eligibility, and Dismissal in Schools: Strategies, Tools, and Decision-Making."
Presenter(s): Teresa L Farnham, MA, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: When assessing and analyzing the speech sound mastery of preschool and early elementary-age children with highly unintelligible speech, it can be challenging to measure baseline and progress in an unbiased, meaningful manner. This session discusses how to start a child moving quickly toward intelligibility by using simple and effective assessment practices, while also easing the workload for periodic progress monitoring.This course is a recorded session from the 2022/2023 online conference "Assessment, Eligibility, and Dismissal in Schools: Strategies, Tools, and Decision-Making."
Presenter(s): Barry M Prizant, PhD, CCC-SLP; Alexandria Zachos, MS, CCC-SLP; Margery L Blanc, MA, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This on-demand dialog features SLPs Marge Blanc, Barry Prizant, and Alexandria Zachos, who discuss a language-based approach to managing echolalia. The discussion is a follow-up to the webinars "A Language-Based Approach to Managing Echolalia" and "From Echolalia to Self-Generated Language: Case Studies in Natural Language Acquisition."
Presenter(s): Maja Katusic, MD; Kelly Brytowski, MA, CCC-SLP; Becky S Baas, MA, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This course explores the common journeys children with motor speech disorders and their families undertake when seeking diagnosis and treatment. The speakers discuss the medical workup, the role of expert SLPs, and the partnerships among the medical and educational teams serving children.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: These three articles center on aspects of audiology and speech-language pathology providers in pediatric hearing loss. First, “eHealth Coaching: Counseling Characteristics of Coaches Used With Parents” centers on identifying clinician communication behaviors and missed opportunities during an eHealth intervention. Themes were identified within each category. Trends included greater use of close-ended questions over open-ended questions, frequent responses to parent emotions, and engagement in a shared process through providing information and exploring progress on parent goals. Missed opportunities occurred within each category. Coaches' communication behaviors demonstrated support for parent learning that was positively received. Joint planning to address parent challenges was a missed opportunity to support parent behavior changes regarding hearing-aid routines. The aim of “Listening and Spoken Language Specialist Auditory–Verbal Certification: Self-Perceived Benefits and Barriers to Inform Change” was to explore the professional's viewpoint on the path to the Listening and Spoken Language Specialist (LSLS) certification. There were 295 participants from different parts of the world: certified LSLSs, mentees pursuing certification, and professionals interested in certification. The study addressed motivation, self-perceived gains, challenges, and barriers in an international cohort. The purpose of the study was to guide future changes within the certification system. Several indicators pointed to the need for more awareness of significant gains LSLS certification can bring to professionals. There is also a need to address, minimize, and overcome perceived barriers in the process. Similarly, research is warranted to explore obtaining LSLS certification outside English-speaking countries and with a larger, more population-based sample. In the closing article, “Comfort Levels of Providers Serving Children Who are Deaf/Hard of Hearing: Discrepancies and Opportunities,” Blaiser and Mahshie discuss that while best practice outlines specific skills and expertise from highly qualified providers, in reality, many lack confidence related to hearing technology and resources related to serving children who are deaf/hard of hearing (DHH). The study surveyed 459 professionals in ASHA serving children who are DHH. The intent was to compare differences in confidence, training, and using resources between providers who have a self-selected interest in working with children who are DHH (membership in SIG 9) and those who serve children who are DHH and are not part of the hearing-related SIG. The results indicate that there is limited provider confidence in working with this population. These conclusions provide graduate training programs opportunities to explore provision of more intensive, comprehensive experience to better serve children who are DHH.
Presenter(s): Caitlin E Sapp, AuD, PhD, CCC-A
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This recorded session from the ASHA Audiology 2022 Online Conference examines the state of the literature supporting clinical decision-making about pediatric hearing aid candidacy. The speaker reviews the main types of bias that can potentially influence our thinking about who is and is not a candidate for a hearing aid. The session presents practical strategies for increasing the use of objective criteria in the clinic when assessing hearing aid candidacy and for knowing when a hearing aid may not be the right choice, with emphasis on the use of audibility as a counseling tool and in support of candidacy conversations with families of children with hearing loss.
Presenter(s): Jennifer A Drob, AuD, CCC-A
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: As bone conduction implants evolve, there are now more options available than ever before, prompting the question: How do I choose the right one for my patients? This recorded session from the ASHA Audiology 2022 Online Conference discusses the current bone conduction implants on the market, candidacy criteria, and programming considerations.
Presenter(s): Megan Leece, MA, CCC-SLP; Jonathan L. Preston, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This recorded dialog features SLPs Megan Leece and Jonathan Preston, who discuss practical, evidence-based intervention approaches for persisting /r/ distortions, common speech sound errors for many children and adolescents.
Presenter(s): Ivette Cejas, PhD
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This course examines the social and emotional needs of families and how professionals can effectively support clients and their families across the life span for greater well-being. Building on prior experience, knowledge, and skill within the area of auditory rehabilitation, the session focuses on clinical tools and techniques in areas including screening for depression and anxiety, techniques for parental involvement, and counseling skills in motivational interviewing.
Presenter(s): Emily R. Doll, MA, MS, CCC-SLP
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: This session explores effective techniques and resources to help children with selective mutism (SM), an anxiety-based disorder that significantly impacts a child's ability to speak in certain contexts, make progress in school and beyond. The speaker reviews myths and facts about SM and explores the SLP's role in working with children with this disorder. The session includes assessment tips, evidence-based treatment strategies, and ways to support carryover of skills to other contexts and with caregivers and school staff.
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