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Results 1 - 10 of 40
New Live Webinar
Presenter(s): Mary Katherine Dally, MS, CCC-SLP, ATP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This webinar will explore alternative access methods in early childhood along with augmentative and alternative communication (AAC), with a focus on switch access. The speaker will discuss a total access approach assigning meaning to all communication attempts, increasing social interactions and acceptance, and presuming competence for the youngest learners. The webinar will share examples of play-based learning activities that SLPs can customize to meet a child's unique interests and passions while focusing on alternative access methods.
Presenter(s): Derek J Stiles, PhD, CCC-A
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Congenital cytomegalovirus (cCMV) infection ranks among the leading causes of hearing loss in children. This live webinar (June 6, 2024, 3-4 p.m. ET)will explore the characteristics of cCMV and how it affects hearing, cognition, and movement as well as strategies for clinical care, advocacy, and public health as it relates to cCMV.
Presenter(s): Rebecca Witmer, LCSW; Kaitlyn Mulray, MS, CCC-SLP; Melissa Ferrello, AuD, CCC-A
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: TMPRSS3 is a genetic variant associated with either progressive or congenital bilateral sensorineural hearing loss. Through case studies, this live webinar (June 5, 2024, 2-3 p.m. ET) will address multidisciplinary management spanning from diagnosis of hearing loss to cochlear implantation. The presenters will share relevant education for professionals working with children with hearing loss.
Presenter(s): Monica A Allgauer, AuD, CCC-A
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Are you curious about opening or growing a private practice that goes beyond hearing aid sales and service? How do you develop a knowledge base on practice management topics rarely covered in our specialized graduate education? This live webinar (September 4, 2024, 1–2 p.m. ET) will explore a range of considerations for audiology private practice, including tips for business management and administration, working with insurance companies, considerations for staffing, and planning for growth.
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: 4.0, ASHA CEUs*: 0.4
Summary: These SIG 13 articles provide helpful information in dysphagia practice. Tasia Gibbons, Sophia Werden Abrams, Nazia Mohsin, Rebekah Guastella, Stefania Oppedisano, and Ashwini Namasivayam-MacDonald endeavor to validate a new device to measure lingual strengthening and swallow function. Kelsey Thompson, Cara McComish, and Suzanne Thoyre’s work aims to introduce dynamic systems theory to pediatric feeding clinicians. Margaret Wright and Justin Sleffel demonstrate the importance of a multidisciplinary team approach and the vital role of speech-language pathologists in the evaluation and treatment of dysphagia of unknown etiology. Hollie-Ann Lee Shortland, Gwendalyn Webb, Anne E. Vertigan, and Sally Hewat aim to explore the use of myofunctional devices and how speech-language pathologists gain better understanding of this modality.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: In this SIG 4 activity, authors describe ways to (a) increase speech-language pathologists’ comfort with treating stuttering by providing a structured grouping of activities centered around using education, ease, and empowerment (Gore & Margulis); (b) continue using empirical evidence and clinical experience to make informed decisions about assessment procedures for young children who stutter (Singer & Kelly); and (c) provide holistic speech-language therapy services for stuttering using telehealth (McGill & Schroth). Each of these articles provides practicing clinicians ways to gain confidence in their abilities to provide evaluations and treatment across delivery paradigms.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: In this SIG 4 activity, authors describe ways to (a) increase speech-language pathologists’ comfort with treating stuttering by providing a structured grouping of activities centered around using education, ease, and empowerment (Gore & Margulis); (b) continue using empirical evidence and clinical experience to make informed decisions about assessment procedures for young children who stutter (Singer & Kelly); and (c) provide holistic speech-language therapy services for stuttering using telehealth (McGill & Schroth). Each of these articles provides practicing clinicians ways to gain confidence in their abilities to provide evaluations and treatment across delivery paradigms.
Credit(s): PDHs: 5.5, ASHA CEUs*: 0.55
Summary: In this SIG 4 activity, authors explore ways to provide experiential learning to graduate students enrolled in stuttering courses (Palasik, Hughes, & Ellis) and discuss the clinical experiences of school-based speech-language pathologists related to stuttering (Panico, Daniels, Yarzebinski, & Hughes), strategies for teachers to support children who stutter (Cozart & Wilson), and ways to interrupt the narrative of ableism that surrounds the treatment of stuttering (Gerlach-Houck & Constantino). Each of these articles provides a unique perspective on ways that professionals can seek to create a more supportive environment for our clients who stutter by changing the foundations of the way we teach preservice clinicians, support our school-based colleagues, and address the narrative of ableism that pervades our culture.
Credit(s): PDHs: 3.5, ASHA CEUs*: 0.35
Summary: In this SIG 4 activity, authors detail the myriad of ways that stuttering can influence aspects of life, from parents’ differing perceptions of their child who stutters (Mostafa, St. Louis, El-Adaway, Emam, & Elbarody), to completion of turns by people who do not stutter when the person who stutters experiences stuttering (Kondrashov & Tetnowski). These articles help readers understand the pervasive nature that stuttering exerts on the lives of people who stutter across the lifespan.
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