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Presenter(s): Brian E. Petty, MA, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This session examines best practices for working with performing artists, a special population that on the one hand has unique stressors and needs but on the other hand shares many issues and concerns with the broader community of patients with voice disorders. The speaker discusses how clinicians can ensure that the therapeutic process is effective and relevant for vocal performing artists. This course is a recorded session from the 2020 online conference “Voice Evaluation and Treatment: Improving Outcomes for Children and Adults.”
Presenter(s): Rene L Utianski, PhD, CCC-SLP, BC-ANCDS; Kristie A Spencer, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Motor speech disorders occur secondary to a wide variety of progressive neurological disorders. This course discusses strategies for the speaker, listener, and environment that clinicians can consider for managing progressive motor speech disorders. Presenters discuss management strategies in the context of concomitant decline of cognitive-linguistic and motoric function from neurodegenerative processes.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: This SIG 2 activity, participants explore aspects of service delivery and advocacy for people with aphasia that are innovative and/or unique. The first article describes the creation of community aphasia groups and includes guidance for creating aphasia-friendly materials for a variety of purposes. The second article describes the challenges of people with aphasia in navigating the justice system and discusses strategies to support their success within that unique environment. The third article describes the nature of verbal short-term memory impairment in people with aphasia, methods of assessment, and potential directions for treatment.
Presenter(s): Natalie Hayes, AuD, CCC-A ; Megan M Cherry, AuD, CCC-A
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: There are many possible causes for childhood dizziness, which differs from adult dizziness. This session discusses the key components of a pediatric vestibular clinic and its staff, common etiologies of dizziness, risk factors of vestibular loss, and signs of vestibular dysfunction in children. Speakers discuss easy ways to adapt your current testing protocol and which tests might be appropriate for each age group.
Presenter(s): Sarah Conger; Juliet B Weinhold, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session presents a study of 19 children ages 5-7 with inaccurate /r/ who were followed every 3 months until they acquired /r/ or turned 8 years old, whichever came first. Acquisition was determined for three separate allophones of /r/: vocalic, prevocalic, and postvocalic.
Presenter(s): Elizabeth Adams Costa, PhD, CCC-A, FAAA; Logan Skinner Cole; Amy Nichols, AuD, PhD, CCC-A
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This presentation describes the case of a 48-year-old female presenting with vertigo and disequilibrium consistent with mal de debarquement (MdDS) following a weeklong vacation cruise. MRI images, audiometric, and vestibular results are presented, as well as an in-depth review of MdDS and Chiari malformation and their impact on vestibular function and quality of life.
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.
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: 4.0, ASHA CEUs*: 0.4
Summary: This activity presents a diverse perspective, including four different speech science articles focused on a variety of topics. Kimball and Sayce discuss the pros and cons of research using behavior and functional assessment and treatment in the areas of speech science and voice, specifically their limitation in outlining etiology or explaining treatment resistance. They also provide an overview of genetic research approaches as a possible path forward to develop additional evidence-based treatment approaches. Neel reviews the production and perception of extralinguistic information regarding sex/gender, sexual orientation, age, non-native accent, regional and social dialect, and race and ethnicity. The article explores the literature in the above areas reviewing acoustical features and common misperceptions, concluding with instructional activities to enhance student awareness of indexical characteristics. McAllister et al. studied the effects of biofeedback for residual rhotic errors in a preliminary case series. Participants were five native English speakers who had not yet generalized rhotic production. Treatment consisted of either electropalatographic or visual-acoustic biofeedback using the Challenge Point Program software. Although participant responses to treatment were variable, the median effect size tended to exceed the minimum value considered clinically significant. Gritsyk et al. examined three measures to determine which best predicted change in production accuracy during a vowel learning task. Using 20 female college students, researchers administered three tasks: an oral stereognosis task, a bite block task using auditory making, and a new phonetic awareness task. The bite block task with auditory masking, measuring proprioceptive awareness, was the only task significantly related to performance in speech learning.
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: In this series of SIG 3 articles, a foundation for laryngeal endoscopic imaging and interpreting videostroboscopic parameters is provided. These concepts are then put into practice in the context of three case studies focused on muscle tension dysphonia, bilateral vocal fold lesions, and vocal fold immobility. In the cases, auditory perceptual analysis, acoustic and aerodynamic measures, and candidacy for voice therapy are assessed in addition to videostroboscopic parameters. Video and audio examples are included to provide an interactive experience for the reader.
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