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Results 1 - 10 of 42
Presenter(s): Deborah Moncrieff, PhD, CCC-A; Andrew J. Vermiglio, AuD, CCC-A
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: There is not one single, authoritative construct or definition for central auditory processing disorders (CAPDs), which often results in patients receiving a general diagnosis that is not deficit-specific and management strategies that are not individualized and therefore produce less impactful outcomes. This session will describe an alternative approach to characterizing CAPDs – that is, identifying specific clinical entities within the broad construct of CAPDs that professionals can unambiguously diagnose and for which deficit-specific interventions can lead to improved outcomes in auditory processing. This course is a recorded session from the 2018/2019 online conference “Central Auditory Processing Disorders (CAPD).”
Presenter(s): Gail D. Chermak, PhD, CCC-A
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: The recommended practices for diagnosis and intervention for central auditory processing disorder (CAPD) are dynamic, undergoing review and refinement as new research emerges. These recommended practices have been developed by groups like the American Academy of Audiology and ASHA, with careful discussion and consideration of points of disagreement. Nonetheless, a number of controversial assertions and practice recommendations continue to appear in the literature. This session will examine a number of these issues, with a focus on highlighting the current state of the evidence supporting best clinical practices and decision-making. This course is a recorded session from the 2018/2019 online conference “Central Auditory Processing Disorders (CAPD).”
Presenter(s): Jeanane M. Ferre, PhD, CCC-A
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Knowing when, why, and who to refer for central auditory evaluation is challenging, particularly in school settings. This session will address questions that professionals who work in schools or with young people may face: Are there “red flags" for a CAPD? What will I know after the evaluation that I don’t already know? Will results change services? Are we “overtesting/over-referring”? Are there ways to provide screening and/or intervention services that align with school-based RtI/MTSS models of intervention? How can schools screen for processing issues in ways that meet students’ needs and use resources efficiently? After screening, what’s next? Are procedures different across work settings? This course is a recorded session from the 2018/2019 online conference “Central Auditory Processing Disorders (CAPD).”
Presenter(s): Blair Richlin, MS, CCC-SLP, LSLS AVEd, TSSLD
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This session is a case study that focuses on patients and families with diagnosed hearing loss and additional disabilities who participated in aural habilitation/rehabilitation and speech/language intervention focusing on development of listening and spoken language skills with support of alternative and augmentative communication (AAC).
Presenter(s): Gail J. Richard, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: Central auditory processing disorders (CAPDs) can be confusing and challenging for audiologists and speech-language pathologists alike. This session will explain the theory behind CAPDs, clarify the definition, outline some of the controversial aspects, and offer practical strategies for diagnosis and intervention. This course is a recorded session from the 2018/2019 online conference “Central Auditory Processing Disorders (CAPD).”
Presenter(s): Doris-Eva Bamiou, MD, PhD, FRCP; Vasiliki (Vivian) Maria Iliadou, PhD; Benoît Jutras, PhD
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: This session will feature an international panel of speakers discussing cutting-edge issues and research in CAPD. The group will explore what practices from around the world can tell us about optimizing diagnostic evaluation of CAPD, formulating a management plan based on diagnostic evaluation findings, and managing CAPD through improved access to auditory information. The panel will focus on using evidence, client characteristics, and a multidisciplinary approach in evaluation and intervention planning. This course is a recorded session from the 2018/2019 online conference “Central Auditory Processing Disorders (CAPD).”
Presenter(s): Allison Biever, AuD, CCC-A; Nanette Thompson, MS, CCC-SLP, LSLS Cert. AVT
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session illustrates how telehealth/telepractice can enable professionals to make their services more easily accessible to clients with cochlear implants who are in poor health or live in remote areas where travel is a challenge. This course is a recorded session from the 2019 online conference “Audiology 2019: Cochlear Implants.”
Presenter(s): Gail D. Chermak, PhD, CCC-A
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This session will provide information to assist clinicians in making informed, evidence-based clinical decisions about CAPD assessment and intervention. For example, a considerable body of research has demonstrated the efficiency of individual central auditory tests and test batteries based on performance of individuals – including children – with confirmed CANS lesions. Similarly, there is substantial evidence that auditory training can be an effective treatment for central auditory processing deficits. This session will provide an overview of research support for existing and emerging assessment and treatment practices. This course is a recorded session from the 2018/2019 online conference “Central Auditory Processing Disorders (CAPD).”
Credit(s): PDHs: 6.0, ASHA CEUs*: 0.6
Summary: This journal self-study course compares language performance in children with and without cochlear implants from preschool to 6th grade. The articles examine levels of language from phonology to prosody, offering insights into areas of strength and weakness as well as clinical directions. The first article examines consonant acquisition patterns based on hearing exposure. The second and third articles compare morphosyntactic, lexical, and phonological awareness profiles, the effect of literacy on each language skill, and types of errors produced in school-age children with and without cochlear implants. The fourth article explores differences in word-learning strategies that could affect lexical development and offers clinical suggestions based on these findings. The final article explores children’s abilities to discriminate emotional intent based on suprasegmental characteristics in the speech signal.
Presenter(s): Thomas Zalewski, PhD, CCC-A
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: Selecting and interpreting a CAPD test battery that is appropriate to the individual patient is critical to securing much-needed services and achieving positive outcomes. Many audiologists use a standardized, normative-scored CAPD test battery rather than a test battery driven by specific patient characteristics because they do not know how to appropriately select a comprehensive test battery or because of beliefs that testing cannot be performed for certain populations (e.g., children younger than age 7). This session will discuss tips for putting together patient-driven testing options, including how to administer and score them. This course is a recorded session from the 2018/2019 online conference “Central Auditory Processing Disorders (CAPD).”
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