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Results 1 - 10 of 92
Credit(s): PDHs: 7.0, ASHA CEUs*: 0.7
Summary: SLPs are working with an increasing number of children and families who identify as bilingual, multilingual, or dual language learners (DLLs). This journal self-study explores how family expectations can impact the effectiveness of interventions, how expectations may vary across cultures, and what SLP interventions are considered evidence-based when working with DLLs and culturally and linguistically diverse families.
Presenter(s): Megan Leece, MA, CCC-SLP; Jonathan L. Preston, PhD, CCC-SLP
Credit(s): PDHs: 0.5, ASHA CEUs*: 0.05
Summary: This recorded dialog features SLPs Megan Leece and Jonathan Preston, who discuss practical, evidence-based intervention approaches for persisting /r/ distortions, common speech sound errors for many children and adolescents.
Credit(s): PDHs: 5.5, ASHA CEUs*: 0.55
Summary: The articles in this journal self-study discuss the literacy difficulties many children with autism spectrum disorder (ASD) experience, with direct clinical implications for literacy assessment and intervention. The articles, which apply to children across the age spectrum, are from a 2021 forum published in Language, Speech, and Hearing Services in Schools, titled “Literacy in Autism—Across the Spectrum.”
Credit(s): PDHs: 8.5, ASHA CEUs*: 0.85
Summary: SLPs are tasked with evaluating dual language learners (DLLs), often without speaking the language the child uses most. This journal self-study explores emerging practices that SLPs can use to improve overall assessment quality and outcomes when working with diverse DLLs.
Credit(s): PDHs: 6.0, ASHA CEUs*: 0.6
Summary: Concussion - or mild traumatic brain injury (mTBI) - is a unique injury that is different from more severe brain injury, and addressing the associated cognitive deficits requires personalized, targeted interventions These articles discuss research and practical implications for the management of cognitive symptoms of mTBI, including defining the role of the SLP on interdisciplinary management teams, exploring specific assessment and treatment strategies, and emphasizing functional, personalized goals. The articles are from a 2021 American Journal of Speech-Language Pathology forum "Interdisciplinary Management of Concussion or Mild TBI." The articles provide evidence and strategies to increase clinician confidence and effectiveness when working with individuals with concussion or mTBI.
Credit(s): PDHs: 6.5, ASHA CEUs*: 0.65
Summary: This journal self-study course explores best practices for dysphasia assessment and recent innovations in dysphagia treatment. The articles – from an American Journal of Speech-Language Pathology special issue “Select Papers From the 2018 Charleston Swallowing Conference at Northwestern University” – will help SLPs develop a deeper understanding of how to select appropriate treatment techniques, as well as why those techniques can be impactful in improving swallowing function. The articles delve deeply into past, current, and future treatment approaches for dysphagia and will be helpful for established clinicians as well as those who are new to the field of dysphagia assessment and treatment.
Credit(s): PDHs: 7.0, ASHA CEUs*: 0.7
Summary: The articles in this journal self-study explore a variety of aspects of working with adolescents who stutter. Using different research methods, the articles discuss assessment procedures, readiness for change, stuttering management, mental health, and interactions with peers, family members, and teachers.
Credit(s): PDHs: 6.5, ASHA CEUs*: 0.65
Summary: The articles in this journal self-study focus on the characterization and clinical management of aphasia, one theme that researchers explored in the 2020 Clinical Aphasiology Conference (CAC) forum. Published in the American Journal of Speech-Language Pathology, these articles present cutting-edge research and discussion on word finding difficulties, sematic processing, and spoken discourse.
Credit(s): PDHs: 6.5, ASHA CEUs*: 0.65
Summary: This Perspectives activity focuses on the assessment and treatment of school-age students with social language deficits. Articles focus on conversational profiles for students with autism and intervention strategies appropriate for students within each profile; the benefit of using analog tasks with toddlers through adolescents to evaluate social communication abilities and guide intervention; best practices in assessing students with social communication deficits; and how effective commercially available standardized tests are for evaluating the social and pragmatic language deficits of students with social pragmatic communication disorder within and separate from autism.
Credit(s): PDHs: 2.5, ASHA CEUs*: 0.25
Summary: This SIG 11 Perspectives activity presents two unique articles related to enhancing relationships in supervisory and work settings. The first article highlights specific skills sets required for clinical providers and describes primary performance indicators (PPIs) that are critical to building effective working relationships. In the second article, the authors detail the findings of a study on similarities and differences in work ethic among three generations of speech-language pathologists.
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