ASHA Learning Pass

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

Service alert: The ASHA Learning Center will be unavailable on Sunday, May 19, from 12:00–4:00 a.m. ET due to system maintenance. We apologize for any inconvenience.

Filter Courses By
Profession
Setting
Client Age
Topic Area [clear]
Experience
Course Format
SIG
Instructional Level [clear]
Results 41 - 50 of 162
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): Margaret Kenna; Amanda M Griffin; Charlotte Morse-Fortier; Kelly N Jahn; David Faller; Julie Gayle Arenberg; Michael A Cohen; Elizabeth DesRoche
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: There is evidence that many factors contribute to the varied performance outcomes among pediatric cochlear implant (CI) recipients, including etiology and quality of the electrode neuron interfaces (ENI). This course examines a study that investigated the intersection of these factors by analyzing the records and device settings for 156 children with confirmed diagnoses of either enlarged vestibular aqueduct (EVA) or Connexin-26 mutations.
Presenter(s): Georgia Cambridge; Tracey Taylor; Wayne Wilson; Wendy Arnott
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This course presents a systematic review that aimed to answer the PICO-format clinical research question: For adults with cochlear implants and severe to profound postlingual sensorineural hearing loss, is auditory training effective in improving listening outcomes?
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.
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: The first two articles in this SIG 19 activity provide information to better our assessment and treatment of individuals in the area of voice, while the latter two articles focus on treatment of individuals in the area of speech production. The authors for all four articles present a review of the literature as well as challenges and future directions. First, Van Hook and Duffy conducted a pilot study to trial the Gender Spectrum Voice Inventory. This article provides a review, discussion of validity, and speech-language pathologists’ perceptions of the inventory in an effort to address a gap in available clinical tools for transgender and nonbinary people. Next, Hammer reviews the relationship between air flow with sound pressure level during syllable production while holding fundamental frequency and subglottic air pressure constant. The results have clinical implications that stress the importance of an increase in air flow and focus on vocal fold contact. Then, Gritsyk et al. describe their study to determine which measures of somatosensory acuity best predicted change in production accuracy during vowel learning tasks while controlling auditory acuity. Results indicate only bite block adaptation with auditory masking was significantly associated with performance. Finally, Zajac et al. discuss their preliminary study that indicated cleft type contributes to production errors, specifically backing, in children with repaired cleft palate. Additionally, a history of otitis media affects the spectral contrast of alveolar consonants in children without clefts.
Presenter(s): Kristen M Allison, PhD, CCC-SLP; Jenya Iuzzini-Seigel, PhD, CCC-SLP; Ruth B Stoeckel, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This on demand webinar introduces practical clinical decision-making frameworks for evaluating and treating children with dysarthria and illustrates their application through clinical case examples. The course strives to increase SLPs' confidence in evaluating and treating children with dysarthria.
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: These SIG 2 Perspectives articles focus on counseling skills for working with persons with aphasia, “counseling+” activities for patients with mild cognitive impairment and dementia, and resilience in neurorehabilitation. Topics include counseling skills; counseling roles of SLPs; care partner training; and resilience in persons with acquired brain injury, aphasia, dementia, and Alzheimer’s disease.
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This Perspectives course contains three articles that focus on social considerations in the elderly, with emphases on risk factors for dementia and treatment of Parkinson’s disease.
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): Holly Storkel, PhD, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: This recorded session from ASHA’s 2021 Schools Connect online conference reviews three evidence-based approaches to selecting and contrasting two or more sounds during speech sound disorder treatment: minimal pair (one misarticulated sound paired with its typical substitution), maximal opposition (two misarticulated sounds that differ greatly from one another), and multiple opposition (multiple misarticulated sounds that are all replaced within the same substitute). The speaker shares evidence supporting each treatment approach and uses hypothetical clinical cases to illustrate sound selection and treatment activities.
<< 1 2 3 4 5 6 7 8 9 10 >>