ASHA Learning Pass

Log in and check out the Dashboard to view featured courses.

Filter Courses By
Profession
Setting
Client Age [clear]
Topic Area [clear]
Experience
Course Format
SIG
Instructional Level
Results 41 - 50 of 52
Presenter(s): Alicia Kim Vose, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Impairments in laryngeal vestibule closure (LVC) are a major cause of aspiration during swallowing. Accurately identifying LVC impairment is a priority in dysphagia management as aspiration can occur if LVC is absent or delayed, or duration is reduced. However, this mechanism is often overlooked and underreported in the evaluation of swallowing and in swallowing research. This session discusses methods for incorporating LVC as a primary outcome measure in dysphagia diagnosis and management to increase diagnostic accuracy and optimize dysphagia management.
Presenter(s): Meghan Ryan, MSL, Health Policy and Law; Caroline Bergner, Esq.
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Audiologists and SLPs who work in schools and supervise graduate students, clinical fellows (CFs), and assistants need to comply with payer requirements to avoid denials or unfavorable audits that could lead to recoupment and civil or criminal penalties. This on demand webinar will outline the state and federal legal supervision requirements as well as payment considerations when supervising students and support personnel.
Presenter(s): Ed M Bice, MEd, CCC-SLP; Alicia Kim Vose, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Clinicians who practice dysphagia management can easily generate a mental image of a "normal" swallow. Frequently, words such as "unsafe," "inefficient," or "at-risk" accompany images of swallows that deviate from normal. This session carefully examines the complexities and pitfalls of using these types of terms with patients, families, and/or medical providers. In particular, the speakers discuss how the SLP's notion of what constitutes safety and efficiency can influence diet recommendations and treatment plans. This session tackles the complexities of the meaning behind the words and phrases that influence and underlie clinical decisions and how SLPs communicate them to patients and other stakeholders.
Presenter(s): Joan C Arvedson, PhD, CCC-SLP, BCS-S
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: SLPs who work with infants and children with feeding and swallowing disorders are involved in high-risk patient care. Our knowledge base is broad in some aspects of feeding and swallowing evaluation and management. However, it is critical that we expand our horizons to facilitate the best possible functional outcomes for the whole child and family. This session discusses challenges for the future as a combination of art and science as well as highlights areas of consensus and controversy in the many facets of practice that encompass pediatric feeding and swallowing. This course is a recorded session from the 2023 ASHA online conference Rethinking Pediatric Feeding and Swallowing.
Presenter(s): Bethany L Kusek , MA, CCC-SLP; Andrea Elise Kremeier, MS, CCC-SLP, CBIS; Jett Mickelsen Stenson, MS, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: In the era of COVID-19, clinicians in health care settings have faced challenges in the evaluation and treatment of a new patient population - those who have had COVID-19 - requiring us to reframe our current treatment techniques. This session focuses on reinventing the speech-language pathologist's approach to treatment of respiratory activity tolerance for motor speech. It addresses collaboration with physical and occupational therapists for incorporation of dual motor tasks with more traditional treatment. Speakers discuss goal writing and tips for tracking measurable outcomes.
Presenter(s): Debra M Suiter, PhD, CCC-SLP, BCS-S
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Often, SLPs working with individuals with dysphagia struggle with knowing when it is appropriate to discharge their patient. The decision to discharge is multifactorial, including both patient- and clinician-driven factors. This session explores practical strategies and evidence-based practices for determining when it is appropriate to discharge a patient from dysphagia treatment.
Presenter(s): Luis F Riquelme, PhD, CCC-SLP, BCS-S
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Modifying diet consistencies is one of the more common approaches to dysphagia care. However, much controversy remains regarding how SLPs tackle decision-making and about the actual modification and measurement of liquids and foods in terms of nutrition and safety as primary goals of dysphagia treatment. This session addresses the complexities in both processes, with a focus on achieving the best outcomes for each patient.
Presenter(s): Giselle D Carnaby, MPH, PhD
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: The application of multiple swallow maneuvers is often a mainstay of dysphagia intervention, but the role of the maneuver and its effect on swallow rehabilitation outcomes are not always clear. This session explores swallowing intervention beyond the application of maneuvers and reviews the role of motor learning strategies in maximizing outcomes for patients.
Presenter(s): Catriona M Steele, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: SLPs who work with people with dysphagia face the challenge of identifying food textures and liquid consistencies that will optimize swallowing safety and efficiency while minimizing negative consequences on quality of life and nutrition. This session features case-based opportunities to practice the skills involved in determining when and how texture modification can be used to improve swallowing outcomes.
Presenter(s): Bonnie J Martin-Harris, PhD, CCC-SLP, BCS-S
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session introduces technological, procedural, and analysis factors that optimize objectivity and reproducibility of clinically valid videofluoroscopic measurements made from modified barium swallow (MBS) studies. The speaker addresses the importance and preferred practices for learning, training, and measurement skill calibration and demonstrates positive and negative influences of clinical bias on VFSS measurement and interpretation.
<< 1 2 3 4 5 6 >>