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Results 1 - 10 of 29
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: 1.5, ASHA CEUs*: 0.15
Summary: This course is composed of a journal article that discusses person-centered assessment methods and tools for primary progressive aphasia (PPA). Using case studies, the authors define and present components of person-centered assessment, outline the R.A.I.S.E. assessment framework, and discuss its practical applications for assessment and treatment of individuals with PPA as well as for working with their care partners.
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: 4.5, ASHA CEUs*: 0.45
Summary: This journal self-study course examines remote treatment for aphasia, a topic that several researchers explored at the 51st Clinical Aphasiology Conference (CAC) in North Carolina. Articles examine the effectiveness of telepractice delivery of three types of aphasia treatment: conversation group treatment, Combined Aphasia and Apraxia of Speech Treatment, and Sound Production Treatment. The articles compare outcomes of the treatments when administered remotely vs. in-person.
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.
Credit(s): PDHs: 9.0, ASHA CEUs*: 0.9
Summary: This journal self-study course is composed of papers from a 2019 Research Forum, Advancing Statistical Methods in Speech, Language, and Hearing Sciences. These selected articles provide advanced-level discussion about clinically relevant statistical methodologies to give speech-language pathologists a stronger foundation from which to analyze and understand the statistical research they come across to decide when and how to apply it in practice.
Presenter(s): Symphony Boyd, BS; Faith Smith, MS, CCC-SLP; Christina Kittock; Darla Hansen Mackedanz, MS, CCC-SLP; Jerrold J Jackson, MA, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: In this on demand webinar (available beginning July 23, 2025) presenters will answer questions about strategies that SLPs and SLPAs can use to build collaborative, efficient, and ethically grounded partnerships for school-based practice. This is your chance to get answers from SLPs and SLPAs who work together in schools.
Presenter(s): Symphony Boyd, BS; Faith Smith, MS, CCC-SLP; Christina Kittock; Darla Hansen Mackedanz, MS, CCC-SLP; Jerrold J Jackson, MA, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Have questions on scope of practice, practical documentation systems, communication, strategies for mentorship/professional growth, or another aspect of SLP-SLPA collaboration? This live course (July 21, 2025, 12-1 p.m. ET) is an opportunity to ask questions to the five presenters from the on-demand course Dynamic Duo: SLP-SLPA Collaboration for Ethical Supervision and Efficient Practice.
Presenter(s): Ed M Bice, MEd, CCC-SLP; Raquel J Garcia, SLPD, CCC-SLP, CNT, BCS-S; Shawn M Lowe, SLPD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Professionals and patients face a variety of challenges that are unique to age and health care setting and that can influence outcomes in dysphagia management. In this on-demand course, a panel of experts explores both professional- and patient-related advocacy considerations that impact evidence-based practice and dysphagia management across a variety of adult and pediatric medical settings.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: Clinical practice for SLPs in health care settings has changed dramatically – and continues to evolve – due to the COVID-19 pandemic. This journal self-study highlights evidence-based best practices and considerations for clinicians providing care to patients with voice and upper airway disorders, tracheostomy, and head and neck cancer during the COVID-19 pandemic to maximize patient and clinician safety while ensuring efficacious care.
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