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Results 1 - 10 of 16
Presenter(s): Krista M. Wilkinson, PhD; Adrianna Noyes, MS, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Individuals who use augmentative and alternative communication (AAC) have specific communication needs relevant to accessing mental health care. This webinar will delve into this vital area of care, providing actionable strategies and next steps to SLPs who work with AAC users, regardless of your familiarity with the arena of mental health access. The speakers will identify issues and describe the lived experiences of AAC users who have accessed mental health services. The webinar will address barriers and practical solutions to mental health care access as well as accommodations for people who use AAC. They will also discuss the SLP's role in facilitating communication in a mental health setting as part of an interdisciplinary approach.
New Live Webinar
Presenter(s): Hannah J Tahhan-Jackson, MS, CCC-SLP, BCS-S, IBCLC, CNT; Cheryl J Hersh, MA, CCC-SLP; Jonathan Walsh, MD
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This live webinar (September 19, 2024. 1-3 p.m. ET) will explore ankyloglossia (tongue-tie) in infants, focusing on its impact on feeding, speech, and overall oral function. The presenter will discuss the anatomy and physiology of ankyloglossia, evidence-based clinical assessment methods, as well as current trends and controversies surrounding its management. The course will emphasize an interdisciplinary approach to diagnosis and treatment, including the decision-making process for surgical intervention and post-operative care.
Presenter(s): Shruti Deshpande, PhD, CCC-A
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Inclusion and reporting of clinical research participants from all backgrounds is the cornerstone to developing representative screening, assessment, and treatment models. One way to address the challenges of including a diverse group of participants is by developing community-based research partnerships. This live webinar (November 6, 2024, 1-2 p.m. ET) will discuss the importance of such partnerships as well as strategies to develop and maintain them.
Presenter(s): Amanda Elliana Chiao, AuD, PhD, CCC-A; Kristal M Riska, AuD, PhD
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: In this live webinar, two members of the ASHA Board of Ethics will provide an overview of the ASHA Code of Ethics and adjudication process as well as highlight commonly asked questions about ethical issues surrounding audiology practice. The speakers will discuss case scenarios and answer participants' questions. The webinar will be applicable to audiologists at any career stage as well as audiologists in training.
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This SIG 11 Perspectives activity addresses the use of single-subject design in clinical education and supervision. In this article, the authors highlight the suitability of single-subject experimental design (SSED) to clinical practice research, particularly within supervisory settings. This practical tutorial provides examples of SSED and suggests possible research topics relevant to clinical education and supervision.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: This SIG 5 activity includes three articles from a forum aimed at sharing research conducted in clinical settings around the world. Two research articles analyzed surgical and parent-led therapy approaches for improved speech and resonance outcomes. A third tutorial described characteristics needed in an evaluation to analyze clinically obtained data for research purposes. The first research article is based in Brazil. It demonstrates positive long-term outcomes in children with hypernasality/velopharyngeal dysfunction using the Sommerlad procedure of palatal re-repair to treat residual velopharyngeal insufficiency. The reported scores were in the categories of: “hypernasality, global impression of velopharyngeal function, and/or active speech symptoms.” Overall, this study shows significant improvement in a large percentage of children, with less effect on older individuals ages 17–22 years. The second research article includes parents from a previously published twocenter study in Ireland and the United Kingdom. The aim was to analyze parents’ experiences with parent-led articulation therapy (PLAT) following in-depth training. After a detailed outline is provided regarding inclusion and teaching of the participants, four main themes are identified. These include growth of parents, undertaking PLAT, changes in children, and the future. Ultimately, the majority of parents are in favor of a parent-led therapy approach with the caveat that in-depth training and direct supervision from a speech-language pathologist is needed. The third article, a tutorial, addresses the research–clinical practice gap. A description is provided of a perceptual speech assessment protocol for cleft palate speech, to enable clinical data to be used for research purposes. The article provides detail related to determining the most appropriate standardized assessment tools as well as the best ways to collect and analyze this data. Further details related to implementation within the clinical setting are outlined. The data is easily accessible through networking between cleft teams and Sweden’s national cleft lip and palate registry, making retrospective research attainable in a clinical setting.
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This course contains two articles: one that discusses health care disparities and the need for better communication access for people with hearing loss, and one that addresses the potential role of audiologists in screening for cognitive impairment.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: The three articles in this SIG 18 activity were selected to provide information on the present and future of telepractice service delivery from the perspectives of current speech-language pathologists and graduate student clinicians. The first article by Page, Hughes, and Woody investigates the initial perceptions of graduate student clinicians following the implementation of telepractice. Findings reveal themes including comparisons between in-person services and telepractice regarding learning technology, managing environmental distractions at home, and caregiver involvement. The second article by Douglass, Lowman, and Causey-Upton provides a metaanalysis study on clinicians’ perceptions of telehealth across disciplines within rehabilitation and other allied health fields. Several themes are identified, including acceptance, lack of telehealth training, and the flexibility of telehealth. The third article by Edwards-Gaither, Harris, and Perry presents a viewpoint for the future of telepractice in speech-language pathology. Challenges and opportunities for the longevity of telepractice service delivery are discussed, including consensus on telepractice terminology, designating a service delivery model, and exploring telepractice occupational culture.
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: The theme for this SIG 14 course is multicultural considerations in language assessment and autism screenings. Specific topics include: assessing article production accuracy in an Arabic-English speaking child as well as examination of the utility of the Vietnamese language version of the Modified Checklist of Autism in Toddlers-Revision with Follow-Up (M-CHAT-R/F) for screening Vietnamese children for autism risk.
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This SIG 11 Perspectives activity addresses aspects of clinical supervision and administration beyond the “Big Nine” clinical competencies. In the first article, the author discusses the significance of emotional resilience and provides practical strategies to encourage resiliency in supervisees. The second article explains the significance of cultural competence and the value of open conversations within supervisory relationships. Finally, the third article highlights key skills used in intentional and reflective supervision.
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